Decolonising Mathematics Education in a Time of Reconciliation

Lisa Lunney Borden

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Chapter 3 Decolonising Mathematics Education in a Time of Reconciliation

In: Applying Critical Mathematics Education

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Lisa Lunney Borden

Lisa Lunney Borden
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Type:: Chapter

Pages:: 47–70

DOI:: https://doi.org/10.1163/9789004465800_003

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Abstract

Canada’s Truth and Reconciliation Commission (TRC) lays out the role education has played in creating inequity, perpetuating stereotypes and silencing Indigenous voices, and makes the clear claim that education is also the vehicle for addressing these wrongs and finding a new way forward. In light of the TRC’S calls to action, in this chapter I consider what it means to decolonise mathematics education. To that end, I review literature relating to decolonising education, critical mathematics education, and ethnomathematics to explore what it might mean to decolonise mathematics education. Drawing upon examples from empirical research, I then consider what decolonisation could look like in mathematics teaching and learning focusing on beginning with different stories, centring community knowledge, and moving beyond material culture to ensuring Indigenous ways of knowing being and doing are central to the practice of teaching and learning. I conclude that when students can learn mathematics in ways that align with their community worldview, then they are likely to have more success while acknowledging that the process of decolonising is one that is ongoing and ever evolving.

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Applying Critical Mathematics Education

Series: New Directions in Mathematics and Science Education, Volume: 35

E-Book ISBN:: 9789004465800

Publisher:: Brill

Print Publication Date:: 15 Jun 2021

Subjects
- Education

Front Matter

Foreword

List of Figures and Tables

Notes on Contributors

Chapter 1 Applying Critical Mathematics Education

Chapter 2 Culturally Situated Critical Mathematics Education

Chapter 3 Decolonising Mathematics Education in a Time of Reconciliation

Chapter 4 Propio as a Decolonising Tool for Mathematics Education

Chapter 5 The Potential of an Africa-Centred Approach to Theory-Use in Critical Mathematics Education

Chapter 6 Tensions and Failures in an Analysis of Whiteness among a Racially and Socially Diverse Group of Mathematics Teacher Educators

Chapter 7 “Mathematics Is Bad for Society”

Chapter 8 A Critical Mathematics Education for Climate Change

Chapter 9 The Mathematical Formatting of How Climate Change Is Perceived

Chapter 10 The Mathematical Formatting of Obesity in Public Health Discourse

Epilogues

Chapter 11 From the Present Towards Hope for the Future

Chapter 12 Critical Mathematics Education Imaginaries

Chapter 13 Pessimism of the Intellect, Optimism of the Will

Back Matter

Index

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Chapter 3 Decolonising Mathematics Education in a Time of Reconciliation

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Applying Critical Mathematics Education

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