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HYPOTHESIS AND THEORY article

Front. Educ.
Sec. STEM Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1502449
This article is part of the Research Topic Reshaping STEM Education: Strategies for Curriculum Decolonization and Institutional Transformation View all 9 articles

A Culturally Relevant, Imbued, and Sustaining Pedagogy Framework for Culturally Connected Math Curriculum

Provisionally accepted
Danny Luecke Danny Luecke *
  • Turtle Mountain Community College, Belcourt, United States

The final, formatted version of the article will be published soon.

    This article introduces the CRISP (Culturally Relevant, Imbued, and Sustaining Pedagogy) framework in the context of a three-course sequence, “Indigenous Math I, II, and III”, taught at Turtle Mountain College. These three courses seek to revitalize mathematical ways of knowing embedded within the Turtle Mountain language(s) and culture(s). The Indigenous Math framework and Indigenous Math Education framework guide these three courses, as well as the Secondary Math Education bachelor’s degree program that spurred the development of these courses. Discussing the relationship (i.e., connections, similarities, differences) between Western math and Indigenous math is central to these courses. The CRISP framework extends this discussion by describing four significant components of revitalizing and teaching Indigenous math. Multiple Indigenous math examples are shared as evidence for the value of the CRISP framework.

    Keywords: Indigenous math, Ojibwe, Dakota/Lakota, tribal college and university, culturally relevant, Culturally sustaining, Curriculum, ethnomathematics

    Received: 26 Sep 2024; Accepted: 06 Nov 2024.

    Copyright: © 2024 Luecke. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Danny Luecke, Turtle Mountain Community College, Belcourt, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.