Cynthia Nicol is Associate Professor, University of British Columbia, Canada and holds the David F. Robitaille Professor in Mathematics and Science Education. She publishes and presents on mathematics teacher education, social justice, refugee education, and Indigenous education.Jo-ann Archibald Q’um Q’um Xiiem is from the Stó:lō and St’at’imc First Nations in British Columbia and Professor Emeritus, Educational Studies, University of British Columba, Canada. She is author of Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (UBC Press, 2008). Florence Glanfield is Professor of Mathematics Education in the Department of Secondary Education, University of Alberta, Canada and Member of the Métis Nation, Alberta. She publishes in areas of mathematics education, teacher education, relational inquires, Indigenous perspectives and complexity science. A. J. (Sandy) Dawson was Professor Emeritus and faculty member at the University of Hawaii Mānoa College of Education, USA. He began the internationally recognized Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE) collaborative research project.

• ForewordSharon Nelson-BarberAcknowledgementsList of Figures and TablesNotes on Contributors1. Introduction: Making a Difference with/in Indigenous CommunitiesCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics EducationMaria Jose Athie-Martinez4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research ProjectFlorence Glanfield and Gladys Sterenberg (with Dwayne Donald)5. Show Me Your Math: Mi’kmaw Community Members Explore MathematicsLisa Lunney Borden, David Wagner and Newell Johnson6. Bicultural Mathematics Teacher Education and Research: Supports and ChallengesRobin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati7. Enacting Culturally Responsive or Socially Response-Able Mathematics EducationRoberta Hunter, Jodie Hunter and Trevor Bills8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal LearnersRobyn Jorgensen (Zevenbergen)9. Mathematics and Culture in MicronesiaA. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics EducationJulie Kaomea11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics EducationJerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez12. Bending an Ear in the Quest of “What Is It?”Jennifer S. Thom13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence GlanfieldIndex

Advance Praise"Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning. This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education."- Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA"This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well."- Kathleen Nolan, Professor, University of Regina, Saskatchewan, Canada

Cynthia Nicol is Associate Professor, University of British Columbia, Canada and holds the David F. Robitaille Professor in Mathematics and Science Education. She publishes and presents on mathematics teacher education, social justice, refugee education, and Indigenous education.Jo-ann Archibald Q’um Q’um Xiiem is from the Stó:lō and St’at’imc First Nations in British Columbia and Professor Emeritus, Educational Studies, University of British Columba, Canada. She is author of Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (UBC Press, 2008). Florence Glanfield is Professor of Mathematics Education in the Department of Secondary Education, University of Alberta, Canada and Member of the Métis Nation, Alberta. She publishes in areas of mathematics education, teacher education, relational inquires, Indigenous perspectives and complexity science. A. J. (Sandy) Dawson was Professor Emeritus and faculty member at the University of Hawaii Mānoa College of Education, USA. He began the internationally recognized Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE) collaborative research project.

• ForewordSharon Nelson-BarberAcknowledgementsList of Figures and TablesNotes on Contributors1. Introduction: Making a Difference with/in Indigenous CommunitiesCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics EducationMaria Jose Athie-Martinez4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research ProjectFlorence Glanfield and Gladys Sterenberg (with Dwayne Donald)5. Show Me Your Math: Mi’kmaw Community Members Explore MathematicsLisa Lunney Borden, David Wagner and Newell Johnson6. Bicultural Mathematics Teacher Education and Research: Supports and ChallengesRobin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati7. Enacting Culturally Responsive or Socially Response-Able Mathematics EducationRoberta Hunter, Jodie Hunter and Trevor Bills8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal LearnersRobyn Jorgensen (Zevenbergen)9. Mathematics and Culture in MicronesiaA. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics EducationJulie Kaomea11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics EducationJerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez12. Bending an Ear in the Quest of “What Is It?”Jennifer S. Thom13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence GlanfieldIndex

Advance Praise"Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning. This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education."- Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA"This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well."- Kathleen Nolan, Professor, University of Regina, Saskatchewan, Canada

Cynthia Nicol is Associate Professor, University of British Columbia, Canada and holds the David F. Robitaille Professor in Mathematics and Science Education. She publishes and presents on mathematics teacher education, social justice, refugee education, and Indigenous education.Jo-ann Archibald Q’um Q’um Xiiem is from the Stó:lō and St’at’imc First Nations in British Columbia and Professor Emeritus, Educational Studies, University of British Columba, Canada. She is author of Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (UBC Press, 2008). Florence Glanfield is Professor of Mathematics Education in the Department of Secondary Education, University of Alberta, Canada and Member of the Métis Nation, Alberta. She publishes in areas of mathematics education, teacher education, relational inquires, Indigenous perspectives and complexity science. A. J. (Sandy) Dawson was Professor Emeritus and faculty member at the University of Hawaii Mānoa College of Education, USA. He began the internationally recognized Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE) collaborative research project.

• ForewordSharon Nelson-BarberAcknowledgementsList of Figures and TablesNotes on Contributors1. Introduction: Making a Difference with/in Indigenous CommunitiesCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics EducationMaria Jose Athie-Martinez4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research ProjectFlorence Glanfield and Gladys Sterenberg (with Dwayne Donald)5. Show Me Your Math: Mi’kmaw Community Members Explore MathematicsLisa Lunney Borden, David Wagner and Newell Johnson6. Bicultural Mathematics Teacher Education and Research: Supports and ChallengesRobin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati7. Enacting Culturally Responsive or Socially Response-Able Mathematics EducationRoberta Hunter, Jodie Hunter and Trevor Bills8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal LearnersRobyn Jorgensen (Zevenbergen)9. Mathematics and Culture in MicronesiaA. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics EducationJulie Kaomea11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics EducationJerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez12. Bending an Ear in the Quest of “What Is It?”Jennifer S. Thom13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics EducationCynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence GlanfieldIndex

Advance Praise"Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning. This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education."- Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA"This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well."- Kathleen Nolan, Professor, University of Regina, Saskatchewan, Canada