Abstract
This pilot studies explores the use of storytelling in the planning and teaching of mathematical content and the possibility to create learning opportunities that are authentic to Indigenous learners and those of diverse backgrounds. In collaboration with Indigenous and non-Indigenous educators, mathematical lessons where developed, implemented and reviewed in an elementary school located in Northern Ontario. The result of this pilot study is the positive effects that such culturally inclusive lessons have on both the learners and the educators, creating learning opportunities mathematically, culturally and personal growth that was not initially seen. This pilot study combined a culturally authentic approach to teaching with the current educational issue of diversity and resulted in finding the endless application of storytelling. Storytelling can allow students to relate and understand abstract mathematical concepts, expose students to diverse cultures and foster a positive and open learning environment. This pilot study demonstrates a practical example of integrating cultural diversity into mathematics, which is a method that can be replicated to various subject matter and grade levels.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INDCLUSIVE EDUCATION, STORYTELLING
