Author: Ayan Mohamed

When I reflect on my experiences of learning mathematics, I recall feeling a sense of oppression and discrimination at times. Growing up, math was taught in a rigid and formulaic way that left little room for creativity or individual thinking. I often felt discouraged and frustrated when I didn’t understand a concept or didn’t arrive at the “right” answer quickly enough. Moreover, as a student of color, I often felt that the curriculum and materials didn’t reflect my experiences or cultural background. I struggled to see how the topics we were learning connected to my life and community, which made it difficult for me to stay engaged and motivated. This lack of representation and cultural responsiveness made me feel invisible and unwelcome in the classroom.

1.In Inuit culture, mathematical concepts are communicated through stories, songs, and practical applications, rather than abstract formulas and symbols

2. Focus on practical application: Inuit mathematics places a strong emphasis on practical application and problem-solving in real-world contexts

3.Incorporation of cultural values: Inuit mathematics is deeply rooted in Inuit culture and values. For example, the Inuit concept of “qanuq” emphasizes the importance of being resourceful and finding creative solutions to problems

I believe  teachers can incorporate a variety of strategies that cater to the diverse needs of their students. One effective approach is to promote cultural and linguistic diversity in the classroom. This can involve celebrating different cultures and languages by incorporating relevant materials, such as books, music, and art, into lesson plans. Teachers can also encourage students to share their own cultural and linguistic backgrounds through class discussions, presentations, and other activities

Another effective strategy is to provide differentiated instruction that meets the unique learning needs of each student. Teachers can use a range of instructional methods, such as visual aids, group work, and hands-on activities, to accommodate different learning styles and abilities. Additionally, teachers can scaffold instruction by providing support and guidance as students develop their language skills. This can involve using graphic organizers, modeling, and other techniques to help students understand key concepts and vocabulary. By implementing these strategies, teachers can create a supportive and engaging learning environment that promotes the success of multilingual students.

Lastly to integrate multilingual instructional strategies into classrooms, teachers can use a variety of techniques. One effective method is to incorporate bilingual or multilingual materials into lesson plans.

Teaching about treaties and indigenous ways of knowing and comprehending is crucial. In general, it is essential that we teach these topics because they make up an important component of Canada’s history. This country was changed in ways we still don’t completely grasp by the relationships that were formed and destroyed. In one of her movies, Introducing Treaty Education, Clair Kreuger claims that because there aren’t many Native children at her school, more work needs to be placed into cultural programmes, teaching histories, and fostering relationships. In order for our students to learn about their country’s history and its people, it is essential that we teach them the Indigenous ways of knowing and understanding.

The statement “We are all treaty people” is incredibly strong and significant. Many people think that the treaties and treaty people only apply to Canada’s indigenous population. When in fact, this is a misconception. We are all pro-treaties. When we begin the path to reconciliation, it is crucial for Canada as a country to comprehend this idea. We all need to follow the accords that resulted from treaties because we are all proponents of them.

I believe it is crucial for future educators to consider how they would instruct in a multicultural setting. I think it’s a good idea to start with yourself as the teacher and consider whether you are serving the requirements of all the students in your classroom. Teachers must also consider themselves to be learners. To ensure that our kids are safe and that they are welcomed, we need to supply various language-related posters and publications in the classroom. We want to guarantee that all of our students have a voice. We should permit the playing of many genres of music from around the world when it comes to music.

In general, culturally relevant pedagogy is a crucial strategy for developing inclusive and equitable learning environments that honour and respect students’ unique cultural origins. As a prospective teacher, I’ve always wanted to teach overseas and learn about other cultures. By implementing culturally responsive teaching approaches, teachers may help students feel valued and supported, and can create a more positive and successful learning experience for all students.

 

Akom analyses the teaching strategy known as CHP in his paper “Critical Hip Hop Pedagogy as a  Liberatory Praxis” (CHHP). Offering a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with racism, class, gender, and sexual orientation, the author states, “this technique tries to address deeply ingrained beliefs surrounding social inequality” (Akom, 2009, p. 52). I believe this kind of method can be a highly effective tool for social justice because the youngsters already have deep ties to the hip-hop culture. The fact that young people are drawn to hip hop suggests that there is a strong likelihood that it will develop further.

Hip-hop culture and the development of critical consciousness among the students, in my opinion, are essential for helping the students make connections to their own lives. Young people’s popular lexicon and the blending of theory and praxis can be found in hip-hop culture. For students to acquire critical consciousness, they must have a solid understanding of their reality, which means they must be exposed to societal issues and be able to take action to address them.

The most unexpected and worrying new information I gained from this reading is that the curriculum will be decided upon by whichever group or political party is in power. This leads to a significant bias and, in a genuine sense, teaches pupils how to think like the ruling party (perhaps influencing their vote in the future?). This article’s assertion that “Voter Interests Drive Everything” caught my attention (Levin,2008). What is included in the curriculum is heavily influenced by the government. To sway voters to support their party, they will incorporate topics or cutting-edge expertise into the curriculum.

The treaty education article, in my opinion, has placed more emphasis on the objectives and results that each student should know by the end of grade 12. The government and public policies that are considered when developing the curriculum are more the emphasis of the Levin essay. Due to the significance of First Nations history in Canadian history, I think that treaty education should be incorporated more into the curriculum. Before attending university, I don’t really recall ever studying about treaty education while growing up in Alberta and attending Calgary elementary and high school.

Common sense dictates what constitutes a “good” student, who qualifies for privilege under this definition, and how historical forces have shaped the “good” student. According to my personal experiences in elementary, high school, and university, a “good” student in a classroom is one that actively participates in a lesson without being distracting, earns good grades, and comports themselves in accordance with social expectations.

Kumashiro and Painter both support wealthy, white individuals as the ideal student, despite their views being significantly dissimilar. White men are seen as the only capable race in Painter’s writing, thus they will consequently get the best education and teachers. In Kumashiro’s text, wealthy white students are given the advantage since they are more likely to be able to afford tutors and attend institutions with superior faculty, both of which will boost their prospects of academic success. A excellent student is one who excels academically and satisfies all the “outcomes” that the instructor and class want them to achieve; this type of student is more likely to come from a wealthy, white household that can afford to support them.

 

As a coloured, hijabi woman who has experienced many racism, whether in or out of the school, I decided to do research on Critical Race Theory because, as a future teacher, I believe it is important to spread this knowledge. Critical race theory is the view that race, instead being biologically grounded and natural , is socially constructed concept. The cultural contrasts that black students encounter when interacting with white society and their own cultural society, as discussed by Dr. Pedro Noguera, highlight the significance of critical race theory in today’s educational system.

The critical race theory acknowledges that racism is ingrained in American society. I’m not implying that everyone is specifically racist, but rather that people tend to judge others based on their perceptions of those others’ cultures or races. It is important to recognize these racial and cultural variances in the educational system.

Moving further with the project, I want to learn more about the advantages and disadvantages of teaching critical racial theory in the classroom, as well as the importance of critical race theory in the educational system. Finally, I’m interested in knowing how Canada’s system approaches critical race theory.

https://www.edutopia.org/article/pedro-noguera-work-not-yet-done/

1. How you may have experienced the Tyler rationale in your own schooling?

Tyler’s method has been used with me for virtually my entire academic career. Although it might not be followed as closely as it formerly was, I think it still occurs today. The math class was the main subject where this method kept coming back to me. The teacher would choose a random student and begin asking math questions, whether they included multiplying, dividing, or subtracting, etc. The student will then get up and respond to the question; we had 5–10 seconds for each response while the other students looked on.

2. What are the major limitations of the Tyler rationale/ what does it make impossible?

The Tyler Rationale prevent both teachers and students from making decisions based on how they think learning ought to happen. In their classrooms, teachers are not allowed much leeway and are not given the chance to promote alternative teaching strategies. Instead of treating instructors like educated people who are able to adapt to their students’ needs and make decisions in their students’ best interests. no voice or freedom.

3.  What are some potential benefits/what is made possible?

His reasoning has certain advantages as well. His justification, for instance, aids instructors in determining the crucial purposes and aims of each course. The answers to Tyler’s questions will provide you purpose and direction whether you are starting to create curriculum or updating current ones. Tyler’s justification questions outline acceptable learning objectives, present practical learning experiences, organize them to have the most impact, and assist in evaluating the methods of instruction and revising the ineffective parts.