Aboriginal math education: Collaborative learning | Stavros Stavrou | TEDxSaskatoon
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- Опубликовано: 21 ноя 2015
- This talk challenges the dominant perspective of how mathematics is learned and taught, and shows how we can create an engaging and meaningful discussion in the math classroom that incorporate Indigenous knowledge and anti-racist practices. This talk addresses a way to contextualize mathematics and bring Indigenous narratives into the subject.
Cultural Mathematician | Stavros makes math something kids look forward to as the math outreach coordinator for the University of Saskatchewan’s Department of Mathematics and Statistics.He believes that while math is universal, there is a long way to go to make it accessible to more than just some learners, so Stavros is driven to make math available to everybody. He develops hands-on math activities that incorporate aboriginal culture and anti-racist teaching practices for students and teachers in the K-12 system in Saskatoon and local reserve schools. He collaborates with teachers, elders, and researchers to develop innovative ways to teach mathematics.Stavros was born and raised in Prince Albert, Saskatchewan and moved to Saskatoon in 2007 to attend the University of Saskatchewan.He has a BSc Honors Degree in Mathematics (with a minor in Economics), an MSc Degree in Mathematics, and a MEd Degree from the College of Education, University of Saskatchewan.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at ted.com/tedx
when we respect the culture of those we teach we connect with them better. I must say your approach to the teaching and learning of mathematics in an aboriginal setting is beautiful, just listening to you speak about it with so much enthusiasm and passion is quite inspiring
You mean you want to try to make maths more relevant to your particular students...what a breakthrough thought...
TedTalk: "We should respect the cultural background of students in schools so we connect better."
This comment section: "HOW DARE HE CRITICIZE OUR OBJECTIVE AND FLAWLESS EDUCATION SYSTEM THAT HAS NO NEED TO IMRPOVE AT ALL!1!!"
I'm trying to find what exactly is indigenous mathamatics. After watching this video and others, I'm beginning to believe there is no such thing as indigenous mathamatics. Using indigenous made items (baskets) can be used as examples to calculate cm 3 of the basket. However, that does not make it indigenous mathamatics. Similar to using Italian wine bottles and calculating the volume. That does not make it Italian mathamatics. It's just plain mathamatics.
Of course he is from Canada.
Haven't really seen how he has any point!
Elevating indigenous people is crucial to our wholistic, benevolent, creative etc evolution. However, he sounds like perhaps he's just another educator teaching separation by focusing on a negative aspect of humanity with children who are still well in a state of unity. Such is to me, a wasted opportunity to allow a THEM to be a new generation. How creative can we get? What ways can we find to uphold and preserve the truth in children while preparing them to be functional and effective with their higher truth. May they surpass us in greatness. May they be Our gracious teachers.
It seems like you have all the answers. Please. Enlighten us oh mighty one.
He made an entire racial narrative surrounding the benefit of visual aids. Groundbreaking