A SUMMARY OF THE ‘VERBIFICATION OF MATHEMATICS" BY LISA LUNNEY
BORDEN
The passage discusses the challenges faced by indigenous students,
especially Mi’kmaq students, in learning mathematics due to the cultural and
linguistic differences between their traditional ways of knowing and the
dominant Western approach to mathematics. The author, Lisa Lunney Borden,
shares her experiences teaching in a Mi’kmaw community school and how she
adapted her teaching methods to better support her students’ learning.
The author highlights the importance of language in shaping
our understanding of mathematics and how the verb-based structure of Mi’kmaw
language can provide a unique perspective on mathematical concepts of
“verbification” as a way to transform mathematical discourse to be more
consistent with indigenous language structures.
The passage also discusses the importance of decolonizing
education and recognizing the value of indigenous knowledge and perspectives.
The author argues that by incorporating indigenous ways of knowing and language
structures into mathematical education, we can create a more inclusive and effective
learning environment for indigenous students.
STOP 1
“Coming together to learn together” (Lisa Lunney Borden,
page 9)
I stopped at this quote because it reminds me of how my Head
of Department used to fix dates for teachers to have an in-house workshop to brainstorm
on better ways of handling some concepts in mathematics. Teaching is a profession
where continuous learning and collaboration are essential. No single teacher
has all the answers or knows everything about the vast and ever-evolving field
of education. Each brings unique experiences, expertise and perspective to the
table. There is need for teachers who are the expected custodian of knowledge to
improve themselves as a result of the evolving educational standards, technological
advancements, diverse student’s needs, pedological innovations and challenges
faced in the teaching of math, it is necessary for teachers to team up with one
another through workshops, focus group, brainstorming sessions and round table
discussions just as it was done in the Mi’kmaq community.
Question: What are some recent professional development
experiences you have had, and how have they impacted your teaching?
STOP 2
“Understanding how the language was structured would enable
teachers to better understand how student mind thinks about a mathematical
concept.” (Lisa Lunney Borden page 10)
I find this interesting when in the writers ten years of
teaching in Mikwaq community, the student’s accusation of crazy talk reduced
because she shifted her way of explaining concepts to be more consistent with
the verb-based structure of Mi’kmaq even though she taught in English. As
teachers there is need to understand our students background so that we can center
our teaching around their level. In the writers teaching on shapes, she gave
the students clue on how to find the properties of shapes by guiding them and deliberately
using action activities. I remember when I taught fractions in my previous
school, I had discussions with my students on what a fraction is, I` turned the
class into an action class by engaging the students, we had to act it out. I divided
the students into groups to show halves, thirds, or quarters. HI helped them to
understand that fraction is part of a whole.
Question: do you think there will be any significant difference
using in using verb- based language instead of noun- based language in teaching
of mathematics concepts?
