📝 SummarXiv

Abstract

In this work, the authors describe efforts aimed at Indigenizing a second-year linear algebra course at a small liberal arts university in Manitoba, Canada. This is done through an assignment, part hands-on and part written work, that explores the connection between Indigenous beadwork and linear algebra. Our collaboration was perhaps unconventional: Sarah, the first author, is a mathematics professor; while Cathy, the second author, is an associate professor in art history. However, we both had similar goals of putting theory into practice and making positive changes to student learning outcomes in a culturally appropriate way. We situate our work in the context of the current scholarly literature, adding to the important ongoing dialogue on Indigenization of course content and reflecting on the process and outcomes. This transformation of the course curriculum represented an applied approach to immerse Indigenous knowledge and pedagogy into a mathematics classroom. We hope that it may serve as an example of how other educators, particularly in science, technology, engineering, and mathematics (STEM), can integrate Indigenous knowledge-centered pedagogy into their classroom.