We will revisit the complete cyclical framework for engagement and understand the importance of continuing community consultation and guidance. We will learn more about the cultural significance of beadwork, with a focus on circular medallions and further consider cultural appropriation and associated harm juxtaposed to doing the work in a good way - a way that positively impacts both students and community partners. We will design and investigate the complex mathematics inherent in creating medallions including estimation, fractions, pi, and linear and quadratic growth.

When: Wednesday, February 26, 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
Associate Professor, Faculty of Education at Lakehead University
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.
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.
Upper Grand DSB
Colinda Clyne is an Anishinaabe kwe (Kitigan Zibi), Curriculum Lead for First Nations, Métis and Inuit education, Upper Grand District School Board. An educator for 26 years, Colinda has been leading and facilitating professional development for over 17 years. In her current role, Colinda creates the system wide action plan for First Nations, Métis and Inuit education in her board, building capacity in K-12 teachers and administrators, connecting Elders and knowledge keepers with educators and students, and implementing strategies to improve Indigenous student well being and academic success. This work is grounded in relationships and she works hard every day to build and strengthen relationships within her local community, school communities and beyond.
Renfrew County DSB
Mike has been a teacher at Eganville District Public School for 15 years and has been involved in the Indigenous mathematics research project for the past seven years. Mike is passionate about teaching mathematics and has presented with our team at the Ontario Association of Mathematics Education conference. As a classroom teacher at the Eganville public school, he witnessed the struggle to build meaningful, trusting relationships with the children and families from the Algonquins of Pikwakanagan First Nation. Through the Indigenous mathematics education research project, he has had an opportunity to build relationships with Elders, artisans, and Community Members that never previously existed. He has learned things about the Algonquins of Pikwakanagan First Nation that were never discussed in school further highlighting the recommendations of the Truth and Reconciliation Commission.
Special Education teacher, Upper Grand District School Board
Bonnie is a Special Education teacher with the Upper Grand District School Board (UGDSB) supporting teachers and students in the area of math instruction. She has over 20 years experience teaching at a variety of grade levels and specialties from K-8, including 6 years in remote First Nations communities. Bonnie’s most important work was inspired by First Nations and Métis Math Voices, bringing Indigenous Knowledge and Math together in a collaborative project with local Indigenous community artists, consultants, teachers and students. Through a focus on building relationships and reciprocity, students are engaged in important cultural and mathematics teachings. She enjoys sharing her own learning journey about the importance of allyship and how to do this work in “a good way” at conferences both inside and outside the UGDSB.