My research is a personal effort to understand the experiences that have shaped my work, practice, and living of teaching mathematics. From the boy storied as being smart in mathematics to the man who was tasked in finding ways to Indigenize school mathematics, I have composed stories to live by that share the tensions, conflicting stories, and mis-educative experiences that have shaped who I am as a White Euro-Western mathematician in a Canadian prairie province. My research wonder serves a practical justification as I “attend to the importance of considering the possibility of shifting, or changing practice” (Clandinin, 2013, p. 36) in the context of cross-cultural teaching and learning. Much of the research around Indigenous mathematics education is shaped by misconceptions of Indigenization and inconsistent practices of how this is taken up by practitioners – topics that I analyzed during my doctoral studies. Through my inquiry described in the chapter, I hoped to achieve a nuanced understanding of how the experiences of diverse lives shape the learning of school mathematics.
Stavrou, S. (2023), "Narratives Indigenizing School Mathematics: An Intersection of Euro-Western and Cree Perspectives", Chan, E. and Ross, V. (Ed.) Smudging Composition Lines of Identity and Teacher Knowledge (Advances in Research on Teaching, Vol. 46), Emerald Publishing Limited, Leeds, pp. 129-143. https://doi.org/10.1108/S1479-368720230000046007
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