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This chapter presents a fictional dialogue between a prospective teacher of secondary mathematics (PST) and a mathematics teacher educator (MTE). The dialogue stems from a curriculum mandate in British Columbia, Canada that calls for the integration of Indigenous perspectives and knowledge into mathematics teaching across the grade levels. The PST in the dialogue is not Indigenous and is grappling with the curricular mandate. The MTE, who is also not Indigenous, tries to be helpful by pointing out some examples for the PST to consider. Presenting a dialogue is a way for us to explore and reflect on some of the challenges of being inclusive of Indigenous perspectives in teaching mathematics and serving as a means of developing MTE’s expertise.

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A Dialogue on a Curriculum Mandate of Incorporating Indigenous Approaches in Teaching Mathematics: Developing MTE Expertise

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  • 发表日期：

    2026年

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  • Sean Chorney,
  • Rina Zazkis

摘要

This chapter presents a fictional dialogue between a prospective teacher of secondary mathematics (PST) and a mathematics teacher educator (MTE). The dialogue stems from a curriculum mandate in British Columbia, Canada that calls for the integration of Indigenous perspectives and knowledge into mathematics teaching across the grade levels. The PST in the dialogue is not Indigenous and is grappling with the curricular mandate. The MTE, who is also not Indigenous, tries to be helpful by pointing out some examples for the PST to consider. Presenting a dialogue is a way for us to explore and reflect on some of the challenges of being inclusive of Indigenous perspectives in teaching mathematics and serving as a means of developing MTE’s expertise.