Abstract
This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning.
Keywords
diversity, curriculum, lesson plan, storytelling, culture
ORCID Identifiers
Nahid Golafshani: https://orcid.org/0000-0002-6480-0395
DOI
10.5038/2577-509X.7.2.1224
Recommended Citation
Golafshani, N. (2023). Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education. Journal of Global Education and Research, 7(2), 99-115. https://www.doi.org/10.5038/2577-509X.7.2.1224
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
