Literaturnachweis - Detailanzeige
| Autor/in | Golafshani, Nahid |
|---|---|
| Titel | Teaching Mathematics to All Learners by Tapping into Indigenous Legends: A Pathway towards Inclusive Education |
| Quelle | In: Journal of Global Education and Research, 7 (2023) 2, S.99-115, Artikel 1 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2577-5081 |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Indigenous Knowledge; Inclusion; Lesson Plans; Story Telling; Culturally Relevant Education; Elementary Schools; Elementary School Curriculum; Mathematics Curriculum; Mathematical Concepts; Elementary School Students; Mathematics Education; Foreign Countries; Canada |
| 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. (As Provided). |
| Anmerkungen | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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