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?
Hi Clementina, thank you for your response.To answer your first question and stop, I appreciate how you highlight the importance of professional collaboration. I believe it would be wonderful if every teacher shared that sentiment. Unfortunately, I have encountered many senior teachers who were rigid in their pedagogy, refusing to adapt or innovate. It was difficult to feel inspired and supported during those times.
ReplyDeleteIn my opinion, every lesson we take in our Masters program is a professional development opportunity, I am learning from my professors and classmates and the provided material to refine and strengthen my own teaching and learning identity.
I am just a bit confused on your second question and would love for some clarification, did you mean hands-on activities when you write verb-based language? In Indigenous culture, I believe that verb-based language is rooted in Indigenous philosophies around relationships, action, a holistic worldview to demonstrate the interconnectedness of the world. If you could let me know how they defined these two types of languages in your paper and how that connects to your reflection since you mention some wonderful hands-on activities, I think it would help greatly! Looking forward to your response.
Hi Clemantina, thank you for reflections. I really liked your first stop and that you have addressed in that as I can connect it with what I have done as a teacher. I have attended various professional development opportunities and the one which I have presented with my fellow teachers is the project-based learning that helps students connect concepts and theories with applications and practical purposes and with real-world challenges. Other than this, the differentiated instructions workshop enabled me to create inclusive environment in my classroom.
ReplyDeleteVerb-based language emphasizes actions, processes, and relationships and, therefore, can cause students to perceive the dynamic side of mathematics. For example, "add" and "multiply" emphasize the operation that the student has to perform, making the concept more tangible and interactive. Noun-based language like "addition" and "multiplication" tends to be more abstract. Verb-based language encourages active learning and raises the level of understanding of how things work in the real world, making learning more exciting and meaningful for students.