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Part 1 of Indigenous Ways of Knowing in Math and Science, a free webinar series presented by the Robertson Program and Kikinoo'amaadawin.

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Traditional Indigenous Mathematics in the Ontario Classroom

Traditional Indigenous Mathematics has existed for thousands of years. Stories and knowledge continue to be held and practiced by families everywhere. Difficulties arise when articulating Traditional Mathematics in a Western context. Traditional Indigenous activities have not been passed down with descriptions of how it is connected to the expectations laid out in the Ontario curriculum. For Traditional Knowledge to be taught in Mathematics, it takes time to be able to understand how individual traditional activities contain vast information.

In this webinar, Bryan will share examples of how he brings Traditional Mathematics in the Ontario Classroom.

About the Speaker:

Bryan Bellefeuille is the father of three and is Anishinaabe of Nipissing First Nation. He is a firekeeper, a grass dancer, and a traditional fisherman. Bryan graduated from the Schulich School of Education at Nipissing University after completing an undergraduate degree in Mathematics. During his time enrolled he was invited to speak at the Perimeter Institute for Theoretical Physics regarding Indigenous Mathematics, as well as attend a session of the same topic at the Fields Institute of Mathematical Sciences. Bryan previously worked with Indigenous people within the Ontario and Canadian Criminal Justice System as a Gladue Report Writer. During that time he was part of the team that edited the Ontario curriculum for Grade 10 History in response to the Truth and Reconciliation Commission’s Call to Actions numbers 2 & 63. Currently, Bryan is teaching at Blind River Public School on the North Shore of Lake Huron as an Ojibwe language teacher and an Indigenous Culture and Curriculum Support worker, where he works with teachers to integrate Indigenous knowledge into other parts of the curriculum.

About the Indigenous Ways of Knowing in Math and Science Series:

The Robertson Program and Kikinoo'amaadawin are partnering to produce a free four-part webinar series highlighting Indigenous Ways of Knowing in Math and Science. These webinars showcase the ways Indigenous and non-Indigenous educators incorporate Indigenous ways of knowing in their math and science classrooms.

In 2019, Dr. Restoule and Dr. Nardozi released the Kikinoo’amaadawin Webinar Series, which focused generally on ways to incorporate Indigenous ways of knowing in the classroom. Together with the Robertson Program, this special series will focus specifically on the ways Indigenous cultures and traditions are embedded in math and science concepts. Our goal is to teach educators about the many ways to integrate Indigenous ways of knowing into education.

About Kikinoo’amaadawin:

The Kikinoo’amaadawin Webinar Series is a collaboration between Dr. Jean-Paul Restoule and Dr. Angela Nardozi that has provided a platform for Indigenous and Settler educators and knowledge keepers to share their knowledge in a variety of topics since 2019. Dr. Jean-Paul Restoule (Dokis First Nation) is an Anishinaabe scholar and educator who is currently the Chair of Indigenous Education at the University of Victoria. He is concerned with bringing Indigenous worldviews to a wide audience and infusing Indigenous perspectives into mainstream practice. Dr. Angela Nardozi is a Settler and guest on Turtle Island who is Italian-Canadian. She is a member of the Ontario College of Teachers and received her Ph.D. in Education from OISE/UT. She has spent over a decade working alongside Indigenous communities and with non-Indigenous educators, including as the Project Manager of the Deepening Knowledge Project from 2011 to 2016.

About The Robertson Program:

The Robertson Program for Inquiry-based Teaching in Mathematics and Science works with educators and children to deepen their knowledge in mathematics and science. We are housed at the Dr. Eric Jackman Institute of Child Study, Ontario Institute of Studies in Education at the University of Toronto. Using inquiry-based approach to learning, we create, demonstrate, and disseminate resources that are helpful to teachers. We also work closely with Indigenous communities in making math and science education culturally relevant. Our work focusses on the strengths children bring to the classroom and building on those strengths to make math and science accessible to all students.

#RPKWebinar21 #IndigenousMathSci

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