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Aiming for Equity in Ethnomathematics Research

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Equity in Discourse for Mathematics Education

Part of the book series: Mathematics Education Library ((MELI,volume 55))

Abstract

We reflect on the discourse patterns in our interactions in Mi’kmaw communities. Beginning with ethnomathematical conversations with elders and teachers, our interest in supporting cultural connections for community mathematics students turned our focus to supporting an initiative (the Show Me Your Math contest) that had students report on the mathematics they found in their communities. With this shift in positioning we observed a release from a colonialist hold on mathematics learning for students, but also noted further challenges relating to interactions among the people of the communities and the larger society. For our reflections we analyzed excerpts of the initial ethnomathematics interactions, of the conversations developing the contest, and of classroom resources that make cultural connections. This highlights important questions: To whom are students reporting their mathematics? Whose problems/needs are students addressing when they do the tasks assigned to them? How are people and communities represented in applications of mathematics introduced in school?

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Notes

  1. 1.

    Like Orr et al. (2002), we use ‘Mi’kmaw’ adjectivally and ‘Mi’kmaq’ nominally following the usage adopted by the Atlantic Canada Mi’kmaw/Miigmao Second Language Document (NSDOE 2002). Applying Mi’kmaw grammar within written English is not straightforward.

  2. 2.

    Wolastoq communities are often referred to as Maliseet. Wolastoqiyik and Mi’kmaq are neighbours geographically.

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Author information

Authors and Affiliations

  1. Faculty of Education, University of New Brunswick, Fredericton, NB, Canada

    David Wagner

  2. Faculty of Education, St. Francis Xavier University, Antigonish, NS, Canada

    Lisa Lunney Borden

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  1. David Wagner
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  2. Lisa Lunney Borden
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Correspondence to David Wagner .

Editor information

Editors and Affiliations

  1. Michigan State University, Erickson Hall 329, East Lansing, 48824, Michigan, USA

    Beth Herbel-Eisenmann

  2. , Warner School of Education, University of Rochester, Box 270425, Rochester, 14627, New York, USA

    Jeffrey Choppin

  3. , Faculty of Education, University of New Brunswick, P.O. Box 4400, Fredericton, E3B 5A3, Canada

    David Wagner

  4. Dept. Secondary Education, University of Alberta, Education South 341, Edmonton, T6G 2G5, Alberta, Canada

    David Pimm

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Wagner, D., Borden, L.L. (2012). Aiming for Equity in Ethnomathematics Research. In: Herbel-Eisenmann, B., Choppin, J., Wagner, D., Pimm, D. (eds) Equity in Discourse for Mathematics Education. Mathematics Education Library, vol 55. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2813-4_5

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