Wiseman, Glanfield, Lunney (2017) recently completed an academic and gray literature review to respond to “How we are coming to know: Ways in which Indigenous and non-Indigenous ways of knowing, being, and doing might circulate together in science and mathematics education, in both K-12 and teacher education.” In this session the results of the review will be shared, including the themes that emerged, the implications of the findings for post-secondary educators and administrators, K – 12 educators and administrators, and policy makers, and the key messages about the work necessary to transform an educational system to where Indigenous and Western ways of knowing, being, and doing circulate together in teaching and learning.

Bio:

Dr Florence Glanfield is of Métis ancestry from Northeastern Alberta and is a professor of mathematics education, and chair of the Dept of Secondary Education, at the University of Alberta. Glanfield’s research interests explore the experiences that individuals (teachers and learners) as well as collectives of learners / communities have with mathematics and learning mathematics. Glanfield collaborates with colleagues in all research projects and has engaged in research with Canadian Indigenous communities, urban Aboriginal youth, elementary & secondary mathematics teachers, and primary teachers, policy makers, and teacher educators in Tanzania.