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ERIC Number: EJ1237207
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0013-1946
Conceptualizing a Mathematics Curriculum: Indigenous Knowledge Has Always Been Mathematics Education
Garcia-Olp, Michelle; Nelson, Christine; Saiz, LeRoy
Educational Studies: Journal of the American Educational Studies Association, v55 n6 p689-706 2019
This paper results from programming of Indigenous Logix: Mathematics|Culture|Environment (IndigiLogix). IndigiLogix's intention is to increase Indigenous students' love for mathematics as well as college access and success. Through IndigiLogix, it was transparent that the mathematics knowledge imparted to our Indigenous students derived from a western K-12 educational view. Thus, we found the need to conceptualize curriculum that centers on the fact that Indigenous Knowledge has Always Been Mathematics Education (IK-HABME). Through IK-HABME, we honor our relations with Elders, Community Partners, Indigenous youth, the natural world and real-life experiences, all while avoiding colonial constructs and measures of success.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A