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Celebrate and honour Indigenous culture! Support math learning in your classrooms with sixteen Mathology Little Books written by Indigenous authors and educators.
Grade-specific bundles of four to five Mathology Little Book books are available for grades K-3. Each Little Book includes an accompanying Teacher's Guide that provides extra support to help you make relevant Indigenous connections, as well as math connections in your classroom.
Read and listen to the books below to see how each text focuses on a specific Indigenous connection while also helping students understand math big ideas and key math skills.
Acorns for Wilaiya
Big Idea: Numbers tell us how many and how much.
- count sets to 10
- compare sets to 10
Indigenous Connections:
- Understanding our interconnectedness with land and nature
- The importance of family and Elders
Let’s Play Waltes!
Big Idea: Numbers are related in many ways.
- count and compare to 10
- compose and decompose to 10
Indigenous Connections:
- Learning our histories from Elders
- Games reflect the resources we had in our communities
We Can Bead!
Big Idea: Patterns can be described mathematically.
- describe, extend, and create repeating patterns
- sort objects by attributes
Indigenous Connections:
- Understanding the connection to land and place and the resources they yield
- The significance of experiential learning
A Family Cookout
Big Idea: Numbers are related in many ways.
- compare and order quantities to 25
- estimate and count to 50
Indigenous Connections:
- The importance of giving thanks to Mother Earth
- The importance of generosity
At the Corn Farm
Big Idea: Quantities and numbers can be grouped by units or split into units.
- group quantities based on units of 10
- compare and order sets/quantities to 20
Indigenous Connections:
- The importance of working together/collaboration
- Corn as a historic staple
Memory Book
Big Idea: Objects can be located in space and looked at from different perspectives.
- locate and map objects in the environment
- investigate 2-D shapes and 3-D solids
Indigenous Connections:
- The importance of learning from family and community
- The importance of recognizing the interconnectedness of the land and its people
Canada's Oldest Sport
Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.
- add and subtract to 20
- compare and order sets to 20
Indigenous Connections:
- Recognizing the contributions of Indigenous Peoples is important
- Engaging in activities that relate directly to one’s culture builds a strong sense of personal and cultural identity
The Great Dogsled Race
Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.
- add/subtract to 100
- compare/order numbers
Indigenous Connections:
- It is important to treat animals with respect
- It is important to get out on the land and learn to read the land
Back to Batoche
Big Idea: Quantities and numbers can be grouped by units or split into units.
- group quantities based on units of 10
- compare/order numbers to 100
Indigenous Connections:
- Cultural symbols and language are important
- Cultural events and activities are important
Kokum’s Bannock
Big Idea: Patterns can be described mathematically.
- model and describe equality and inequality
- explore properties of addition and subtraction
Indigenous Connections:
- Learning with Elders and community members passes down important teachings
- Experiential learning is frequently a way young ones learn from Elders and community members
Pattern Quest
Big Idea: Patterns can be described mathematically.
- investigate repeating patterns
- investigate growing and shrinking patterns
Indigenous Connections:
- Understanding that art reflects the culture and values of Indigenous Peoples
- Appreciating works of art and artistic traditions from diverse cultures, communities, times, and places
Marsh Watch
Big Idea: Collecting and displaying data can help us predict and interpret situations.
- collect, organize, and display data in graphs
- read and ask questions about graphs
Indigenous Connections:
- Valuing the land, nature, and the outdoors
Sharing Our Stories
Big Idea: Shapes and solids can be transformed in many ways.
- explore lines of symmetry in 2-D shapes
- explore 2-D shapes
Indigenous Connections:
- Understanding and engaging in cultural activities creates positive identity
- We learn traditional teachings when engaging in cultural events
Planting Seeds
Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.
- add/subtract to 1000
- develop concept of multiplication
Indigenous Connections:
- Generosity is important
- Hands-on experience is a powerful way to learn
Calla’s Jingle Dress
Big Idea: Quantities and numbers can be multiplied (by grouping units) and divided (by splitting into units) to determine how many or how much.
- multiply and divide to 50
- add and subtract to 100
Indigenous Connections:
- Family, Elders, and community members are all important
- Traditions and community celebrations are significant
Goat Island
Big Idea: Units can be used to measure and compare attributes.
- measure time, temperature, and length
- explore units of measure and their relationships
Indigenous Connections:
- Traditional teachings occur when engaging with the land, nature, and the outdoors with Elders and community members
Grade K-3 Indigenous Little Book Authors
acorns
sport
quest
goat
Authors
Authors
Darryl Baker – Inuit Qaujimajatuqangit Specialist
Growing up with his grandmother, Darryl was raised surrounded by Inuit culture, sustainable harvesting practices, grounded in pilimmaksarniq (skills acquisition) and inunnguiniq (creating capable human beings) letting him grow into a caring person, looking at the needs of others helping to fill the gaps in the community. This has brought Darryl to become a teacher and has spent many years working in the schools. Darryl has joined the Aqqiumavvik team with many experiences and skills, to help bridge the gap between western sciences and Inuit Qaujimajatuqangit.
Kukik Baker - Executive Director
Kukik was born in and raised in Arviat, Nunavut as part of a very active harvesting family. She continues to be an active harvester and environmental steward. Kukik has worked as a Community Wellness Counsellor and Mental Health Child & Youth Outreach Worker in Arviat before becoming the Executive Director of the Aqqiumavvik Society. She has supported the society since its formation and was integral to the development of its programming, particularly the Ujjiqsuiniq Young Hunters Program. She is experienced in providing counselling, intervention and support to youth and families in difficulty. She is known as a strong Inuit, youth, community and environmental advocate. Kukik has been invited to facilitate workshops and present her work not only locally but also nationally and internationally.
Kyla Bernard is from the Eskaosni First Nation, a Nova Scotian community with a population of more than 4000. She is the mother of 3 children and works as an Elementary Math Coach for five Mi’kmaw First Nation schools on Unama’ki. Kyla worked as an elementary grade 1 teacher for 7 years in Membertou First Nation. She has a Bachelor of Arts in Mi’kmaw Studies and a Bachelor of Education from the University of Cape Breton. Kyla has also completed a Reading Recovery training program, upgraded her teaching licence with an Elementary Mathematics Pedagogy program, and is currently enrolled in the Master of Education program. She is very passionate about math, literacy, and the Mi’kmaw language and is honoured to work with educators and First Nation Schools in Cape Breton.
Barbara Filion is the Programme Officer for Culture, with the Canadian Commission for UNESCO. She has previously worked as a consultant and served as the Reconciliation Program Director at the Canadian Museums Association. Barbara is of mixed heritage; she grew up in the region of La Mauricie in Quebec and is a citizen of Pekuakamiulnuatsh First Nation (Ilnu, Mashteuiatsh).
Tanya C. Leary
Nadine McSpadden is from the Secwépemc Nation. Her home community is the Shuswap Band located in Invermere, British Columbia. After teaching for more than 20 years, Nadine is now semi-retired and does consulting work in the area of Indigenous Education. Nadine has authored books for Pearson’s Mathology and Inquiring Minds series.
Melissa Purcell is of Denesuline and Irish ancestry, born and raised in Edmonton, Treaty 6, Alberta and a member of Tthebatthi Denesuline (Smith’s Landing First Nation) within Treaty 8 territory. She is a proud mother of one son and two daughters, and the oldest of her three sisters. Melissa is a teacher, leader and advocate for Indigenous education, and is deeply committed to ongoing learning and sharing her learning with others. Melissa has Indigenous education experience at the school, division and provincial levels. Her educational background includes a BEd, BA, and she has recently completed a graduate certificate as part of her current studies in educational research.