How Does Decolonizing Aboriginal Education Relate To Mathematics And Learning?

This are two separate paper, you will be given a prompt – question, statement, issue, etc. – to RESPOND to that draws on the day’s readings. 1 page for each, APA style. No additional resources needs.



This two separate paper will examine how young children aged birth to 8 understand and engage in mathematical knowledge, concepts and processes.





Readings for Day 1.

1. Munroe, E. A., Lunney Borden, L., Murray Orr, A., Toney, D., & Meader, J.

(2013). Decolonizing Aboriginal education in the 21st

century. McGill Journal of Education, 48(2), 317--337.



2. Chen, J., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math.Early Childhood Education Journal, 42, 367--377.



3. Richardson, K. M. (2004). Designing math trails for the elementary school. Teaching Children Mathematics, 11

(1), 8--14.



4. Parks, A. N., & Blom, D. C. (2014). Helping young children see math in play. Teaching Children Mathematics, 20(5), 310–317.



Choose ONE of the following to reflect on according to the above four readings(there are specific pages in it)

—in APA style

1. How can math trails support early years mathematics and learning?

2. How does decolonizing Aboriginal education relate to mathematics and learning?

3. What examples have you seen in your field placements of mathematical play? How do these examples connect with Parks and Blom’s article?







Readings for day 2

1. Smalls, M. (2017). Chapter 4 Planning Instruction. In Making math meaningful to Canadian students, K-8 (3 rd ed.) (pp. 64--91).



2. Smith, S. S. (2013). Chapter 3 Assessment. In Early childhood mathematics

(5 th ed.) (pp. 32--52) Toronto: Pearson.



3. Wien, C. A. (2013). Making learning visible through pedagogical documentation. Toronto, ON: Queen’s Printer. Retrieved from http://www(dot)edu(dot)gov(dot)on(dot)ca/childcare/Wien.pdf



4. Baroody, A., J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J. V. Copley (Ed.), Mathematics in the early years (pp. 48--65). Reston, VA: National Council of Teachers of Mathematics.



5. Van de Walle, J. A., Lovin, L. H., Karp, K. S., & Bay--Williams, J. M. (2014). Chapter 5 Teaching culturally and linguistically diverse children. In Teaching student-centred mathematics: Developmentally appropriate instruction for grades pre-K--2 (2 nd ed.) (pp. 54--69). Toronto: Pearson.



6. Truelove, J. E., Holaway-- Johnson, C. A., Leslie, K. M., & Smith, T. E. C. (2007). Tips for including elementary students with disabilities in mathematics classes. Teaching Children Mathematics, 13(6), 336--340.





Here are the reading assignment prompts for Day 2 according to the above six readings:

Choose ONE of the following to reflect on. 1 page

1. Planning, assessing, and pedagogical documentation inherently inform each other. Using an early years example, discuss the importance of each and how they guide each other.

2. Discuss the development of number sense and numeration concept or set of skills in early years children and describe how its exploration might be accessible to child with disabilities (cognitive, emotional/behavioural, or physical).

3. Drawing on Van de Walle (from Week 5: Chapter 5 Teaching culturally and linguistically diverse children) and Warren readings, describe how explorations of five (see Novakowski) might be made more culturally inclusive.



Thank you and have a good day!