In this final session of the series, we will extend our understanding of how to build partnerships with community in an urban setting. We will learn how to make a wiigwas makak including the processes for harvesting and preparing materials and some important cultural teachings. With research team leads from Lakehead District School Board, and video from experts at Fort William Historical Park, we will explore the mathematics inherent in this traditional technology and design including surface area, volume, and capacity with a focus on the relationship to base and height, measurement, and proportional reasoning.
When: Wednesday, April 8, 2020 at 6:30 PM Eastern Time (US & Canada)
Duration: 1 hour 30 minutes
Who can attend? Anyone with the event link can attend
Dr. Ruth Beatty
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.
Anika is Anishinaabe kwe living in Thunder Bay, ON. Her ancestors come from Wikwemikong Unceded Indian Reserve, and she remains connected to the beautiful shores of Lake Simcoe (Barrie, ON) where she was raised. She is a wife, mother of two amazing little humans, educator and life-long learner. She is currently on leave from her role as the Indigenous Education Resource Teacher with Lakehead District School Board to pursue her Master of Education degree, specializing in Indigenous Education. As part of her studies, Anika took the leadership role for the First Nations and Métis Math Voices research team in Thunder Bay and has worked with multiple stakeholders including members of a number of northern communities who have tuition agreements with the Lakehead District School Board, artists from Fort William Historical Park, and school board administrators and teachers. Anika was part of the team who presented the work on the mathematics of birch bark basket making at the 2018 Annual Meeting of the Ontario Association of Mathematics Education in Toronto. Anika is honoured to work for the children in this time of Truth & Reconciliation in Canada.
Kris has been a teacher at McKellar Park Central School for 5 years. For the past 3 years he has taken part in Birch Bark Basket and traditional Anishinaabe techniques and their connections to western mathematics. Through this journey both Kris and his students have come to understand and appreciate the technique and design that was used to create a Makak. Also, connecting the process to big ideas in math such as surface area and volume have also helped Kris and his students have a deeper understanding on how dimensions impact the amount a basket can hold. When Kris is not making baskets, he is a father to three awesome children. There is great value when we sit down and listen to one another speak