Indigenous Pedagogy for Early Mathematics: Algonquin Looming in a Grade 2 Math Classroom

Abstract

In this study we explored the connection between Algonquin ways of knowing and Western mathematics found in current math curricula.  We used a cyclical research design of consultation, co-planning, co-teaching, and co-reflection to explore the potential of grounding Grade 2 mathematical instruction in the traditional Algonquin activity of looming.  Results suggest the experience supported students' mathematical thinking including number sense, patterning, and spatial reasoning.  We also discuss the implications of connecting two knowledge systems, the importance of engaging Indigenous community members in the teaching and learning of mathematics, and the power of engendering positive relationships with meaningful mathematics.