Considering Indigenous Perspectives in the Teaching and Learning of Mathematics: A Review of Literature

Abstract

As part of the journey toward reconciliation for education, teachers are exploring how Indigenous perspectives might be considered within the teaching and learning of mathematics. This literature review synthesizes research from articles, theoretical frameworks, book chapters, a previous literature review and a dissertation to provide guidance for mathematics teachers. Previous beliefs about mathematics as culturally-neutral have given way to the understanding that mathematics is, in fact, connected to culture. Research suggests teachers consider the important connectedness between mathematics, people, place, and land. These findings are significant to teachers who are tasked with new curricular outcomes with specific Indigenous components to ensure respect of Indigenous ways of being, knowing and doing. Future research is suggested to support teacher professional learning in culturally responsive mathematics and expand our understanding of mathematics itself, beyond our Western/Eurocentric definitions.