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Integrating Math with First Nations, Metis & Inuit Students The dominant ways in which math has always been taught in our Western society includes drill, rote learning, and a focus on math ‘authorities’ including the teacher. This poses very serious problems for many of our mathematical learners, particularly for our First Nations, Metis & Inuit ( FNMI ) learners, whose perspectives and ways of knowing may not be included in the traditional curricular frameworks. Therefore, we are faced with very serious issues when it comes to considering who gets to learn math, and who will be included. Math that is inclusive of different cultures and ways of knowing the world, is built on the awareness that math itself is about knowing the world. It is my view that we as teachers can do many wonderful things in the classroom to integrate basic skills with constructivist and culturally responsive ways of teaching math that will support multiple ways of knowing – particularly for
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