Cynthia Nicol^a, Leicha A. Bragg^b

‘Not everything is wonderful’: Teaching mathematics for social justice reconciliation

Contact Author: Cynthia Nicol (This email address is being protected from spambots. You need JavaScript enabled to view it.)

^aFaculty of Education, University of British Columbia, Vancouver, British Columbia, V6T 1Z4, Canada

^bVictoria University (VU) Online, Melbourne, Victoria, 3065, Australia

BACKGROUND AND AIMS

215 unmarked children’s graves confirmed to the world in 2021 what Tk’emlúps te Secwépemc First Nation, in what is now Canada, already knew. The former Indian Residential School, built by the Canadian Government to re-educate Indigenous children by severing them from their cultures, families, land, and language, marks the devastating effects of colonial logics. Now educators are developing age-appropriate curriculum across multiple grades and subject areas, including the M(athematics) in STEM, to redress the legacy of Indian residential schools and advance the work of reconciliation. This is a social justice endeavour, one that questions social privilege and power. Yet, there are few examples of research-based curriculum and pedagogy in mathematics education that examines teaching math for social justice to help students learn to use mathematics as a tool for reconciliation.

Garry Falloon, Anne Forbes

What is the nature of STEM learning in junior school Makerspaces? A cross-case analysis

Contact Author Garry Falloon (This email address is being protected from spambots. You need JavaScript enabled to view it.)

The Macquarie School of Education, Macquarie University, NSW, Australia

BACKGROUND AND AIMS

In recent years, many schools have developed Makerspaces as a means of fostering students’ STEM-related knowledge and skills. Typically, activities in these spaces involve students in practical work designing and creating artefacts, models and mock ups responding to problems, needs and opportunities, often working collaboratively using a range of materials, tools and equipment. Much literature associates these activities with developing STEM discipline conceptual knowledge and a variety of so-called ‘21St Century’ competencies such as problem solving, critical and creative thinking, teamwork, communication and other social skills.