Webinar: Culturally Responsive Math for Primary/Junior Educators by Nelson PL

Nelson

Series Overview

Culturally Responsive Math for Primary/Junior Educators
This nine-part series brought together educators from across Canada from January to June. It is now available on-demand, and we hope that sharing this work inspires your own reflection and action about how you might work 'through relationship' in your own school in the coming years.

This series hosted by Dr. Ruth Beatty, Associate Professor, Faculty of Education at Lakehead University and Danielle Blair will bring together Indigenous and non Indigenous educators who will work with participants to explore the mathematics inherent in First Nation and Métis cultural practices. Participants will learn through the lens of a shared journey done ‘in relation’ and discover the power of placing Indigenous culture at the heart of mathematics teaching and learning. They will learn more about resources and information needed to apply this learning in their classroom.

This project is the result of eight years of collaborative research in partnership with the series presenters: Christina Ruddy, Jody Alexander, Colinda Clyne, Anika Guthrie, Leslie-Anne Muma, Jennifer Parkinson, Michael Fitzmaurice, Heather Lett, Bonnie Sears, Kristopher Sandberg

In this series participants will develop an understanding of:

What it means to ‘do math’ and ‘think mathematically’

Project protocols and framework for engagement and collaborative work with First Nations, Métis and/or Inuit partners

The importance of doing the work “in a good way”

Authentic culturally responsive teaching and learning

Robust mathematical thinking including multiplicative, algebraic, proportional and spatial reasoning

Connections to school mathematics expressed through provincial curricula

Meet The Presenters

Dr. Ruth Beatty

Associate Professor in the Faculty of Education at Lakehead University in Orillia

Dr. Ruth Beatty is an Associate Professor in the Faculty of Education at Lakehead University in Orillia. As a mathematics education researcher, Ruth’s focus has been how children learn complex math concepts, and the alignment of instruction with developmental trajectories of understanding. Since 2013 she has collaborated with members of Anishinaabe and Métis communities and educators from Ontario school boards to research the connections between Anishinaabe and Métis ways of knowing mathematics and the Western mathematics found in provincial curricula. The goal of this research (funded by a SSHRC Insight Development Grant, a SSHRC Indigenous Research Capacity and Reconciliation Connection Grant, an Indigenous Research Capacity and Development Grant, and by the Council of Ontario Directors of Education) is to collaboratively design culturally responsive mathematics instruction and to learn from and incorporate Indigenous pedagogical perspectives in inclusive classroom settings.
Danielle Blair

Math Lead Consultant | Retired Educator

For the past eight years, Danielle Blair has worked alongside Dr. Ruth Beatty on a multi-year multi-community research project with several First Nations community partners and Ontario Boards of Education. During this time she also served as Provincial Mathematics Lead on contract with the Council of Ontario Directors of Education (CODE) through which she supported Boards of Education in Mathematics, Leadership and community-based participatory research. In addition to being passionate about co-learning from and with First Nations community leaders, Danielle has been involved in research projects related to the teaching and learning of Mathematics K to 12 and the facilitation of professional learning for educators for the past 18 years. She has served as a classroom and Special Education teacher, Mathematics Itinerate Resource Teacher, Elementary School Vice-Principal, and as Adjunct Professor, York University Teacher Candidate Program.
Christina Ruddy

Algonquin Artist and Educator
Jody Alexander

System Vice Principal Indigenous Education, Ottawa Carleton District School Board
Colinda Clyne

Curriculum Leader for First Nations, Mètis and Inuit Education
Mike Fitzmaurice

Grade 6 teacher, EDPS
Anika Guthrie

First Nations, Mètis and Inuit Education Coordinator
Heather Lett

Grade 3 teacher, EDPS
Leslie Anne Muma

Grand River Mètis Council
Jennifer Parkinson

Grand River Mètis Council
Kris Sandberg

Grade 6/7 teacher, McKeller Park School
Bonnie Sears

Instructional Coach Mathematics
Brenda Sherry

Code to Learn
Peter Skillen

Code to Learn

This Course Has 7 Sections

Culturally Responsive Math for P/J Educators: Session 1

Wednesday, January 15, 2020 · 3:30 PM PST

To start the series, we will introduce the First Nations & Métis Math Voices multi-year, multi-site project. Focus will be on the importance of relationships and the necessity for a framework for engagement and collaborative work that upholds the UN Declaration on the Rights for Indigenous Peoples and The Truth and Reconciliation Commission: Calls to Action. Through video, hands-on tasks and discussions with The Algonquins of Pikwakanagan First Nation and Eganville and District Public School research team, we will explore the design, creation and cultural significance of Algonquin hairbone pipe bracelets along with early mathematical concepts including number sense, unitizing, patterns, symmetry, proportional and algebraic reasoning inherent in the work.

ADDITIONAL INFO
• When: Wednesday, January 15, 2020 at 6:30 PM Eastern Time (US & Canada)
• Duration: 1 hour 30 minutes
• Price: $25.00
• Language: English
• Who can attend? Anyone with the event link can attend

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Culturally Responsive Math for P/J Educators: Session 2

Wednesday, January 29, 2020 · 3:30 PM PST

Session two will focus on the importance of reciprocity in relationships and Language in math instruction - Anishinaabemowin in the case of the session two facilitators. The co-plan and co-teach aspects of the framework for engagement will be discussed in detail and project partners from The Algonquins of Pikwakanagan First Nations will share their views and key learnings within the work. Through tasks, videos and discussion we will focus on using looming as a way of exploring number sense and computational fluency, number systems (e.g., even/odd), patterning, spatial representation of quantity, transformations, multiplicative thinking and proportional reasoning.

ADDITIONAL INFO
• When: Wednesday, January 29, 2020 at 6:30 PM Eastern Time (US & Canada)
• Duration: 1 hour 30 minutes
• Price: $25.00
• Language: English
• Who can attend? Anyone with the event link can attend

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Culturally Responsive Math for P/J Educators: Session 3

Wednesday, February 5, 2020 · 3:30 PM PST

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Culturally Responsive Math for P/J Educators: Session 4

Wednesday, February 26, 2020 · 3:30 PM PST

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Culturally Responsive Math for P/J Educators: Session 5

Wednesday, April 8, 2020 · 3:30 PM PDT

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NEW!

Culturally Responsive Math for P/J Educators Session Seven: Coding and Patterns, Part 1

Wednesday, May 13, 2020 · 6:30 PM EDT

For this session our colleagues from the Algonquins of Pikwakanagan First Nation and the Eganville and District Public School (EDPS) will be joined by Peter Skillen and Brenda Sherry, who have extensive experience exploring the connections between mathematical thinking and computer coding. In this session we will unpack the rich mathematics of repeating patterns, from simple patterns to the complex patterns used in looming designs. We will investigate how to write procedures using the Lynx coding platform to create looming patterns, and learn how these support students’ understanding of patterns and computational thinking.

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NEW!

Culturally Responsive Math for P/J Educators: Session 9

Wednesday, June 3, 2020 · 6:30 PM EDT

During this session we will discuss the project as a whole, and respond to questions from previous sessions. We will consider how to continue this work beyond one-off instructional experiences. We will discuss how we can support community beyond the face-to-face work in classrooms, and how can we build meaningful relationships online. We will also think about broader implications for this work, for example, connections to character education and classroom and school culture.

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