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Shaun Murphy  \nUniversity of Saskatchewan  \nAbstract  \nWe describe mathematics classroom teaching practice in an urban Canadian prairie Cree-bilingual school using the term Cree mathematizing, which, to us, means (re)considering Euro-Western school mathematics from the perspectives ofthe Cree people engaging with the content. Cree mathematizing takes the form of classroom lessons in which mathematical terms are translated between English and Cree, shared through stories situated in time, place, and relationships, and contextualized by the experiences ofthe students and teachers. In terms of the narrative conception ofidentity-making, Cree mathematizing is a process of engaging in school mathematics that necessitates Cree educators and students to understand themselves as producing mathematics through their unique experiences and stories, making Cree mathematizing a  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:3 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \npartial representation of identity. We argue that Cree mathematizing is a subversive practice that challenges the ways Euro-Western school mathematics is taught as a culture-free, apolitical, and decontextualized endeavour that is devoid of human narratives of experience.  \nKeywords: Indigenous mathematics education, Indigenization, narrative inquiry, Aboriginal education  \nRésumé  \nLe terme « mathématisation crie » est utilisé pour décrire les pratiques éducatives en classe de mathématiques d’une école bilingue crie située en région urbaine des Prairies canadiennes. Pour nous, cela signifie de (re)considérer les cours de mathématiques eurooccidentaux de la perspective des peuples cris qui s’impliquent dans leur contenu. Dans laclasse, la « mathématisation crie » est enseignée sous forme de leçons dans lesquelles lestermes mathématiques sont traduits de l’anglais au cri ; elles sont transmises par des histoires situées dans le temps et le lieu, caractérisées par des relations, et contextualisées par les expériences des étudiants et des enseignants. En ce qui concerne la conception narrative de l’identité personnelle, la « mathématisation crie » s’articule par un processus d’engagement dans les mathématiques qui demande des éducateurs et étudiants cris de se comprendre eux-mêmes en tant que producteurs de mathématiques influencés chacun par ses propres expériences et son histoire, faisant de celles-ci une représentation partielle de leuridentité. Nous soutenons que la « mathématisation crie » est une pratique subversive remettant en question la manière euro-occidentale—sans référence culturelle, apolitique, décontextualisée et dépourvue de récits d’expériences humaines—d’enseigner les mathématiques.  \nMots-clés : éducation autochtone en mathématiques, autochtonisation, recherche narrative,éducation des Autochtones  \nAcknowledgements  \nThe first author’s research and work is supported by SSHRC (Social Sciences and Humanities Research Council) and PIMS (Pacific Institute for the Mathematical Sciences) .  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:3 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nProtocols of Place  \nWe acknowledge that we live and work in Treaty 6 Territory, traditional lands of First Nations and homeland of the Métis peoples.  \nMy name (first author) is Stavros Stavrou, and I have White-settler identity with Greek heritage on my father’s side and French and Ukrainian heritage on my mother’s. I was born and raised in Prince Albert, Saskatchewan. I have completed a BSc and MSc in mathematics, an MEd, and I am currently a PhD candidate. I work as a mathematician and educator in Saskatoon.  \nMy name (second author) is Shaun Murphy. I have White-settler identity and was born on Treaty Six Territory in Alberta. I currently work on","cbCaig5zo0dbFlXD","https://ap.wps.com/l/cbCaig5zo0dbFlXD","pdf",329742,23,"English","# Abstract\n# Keywords\n# Résumé\n# Acknowledgements\n# Protocols of Place\n## Treaty 6 Territory and author background\n## Voice and identity terminology\n# Introduction\n## Identity-making in Euro-Western school mathematics\n## Cree educators and student perspectives","[{\"question\":\"What does “Cree mathematizing” mean in the article?\",\"answer\":\"It means (re)considering Euro-Western school mathematics from Cree perspectives as Cree people engage with mathematical content through translation, stories, and experience-based contextualization.\"},{\"question\":\"How is Cree mathematizing carried out in classroom lessons?\",\"answer\":\"It takes the form of lessons where mathematical terms are translated between English and Cree, shared through stories grounded in time, place, and relationships, and contextualized by students’ and teachers’ experiences.\"},{\"question\":\"Why is Cree mathematizing described as subversive?\",\"answer\":\"It challenges the way Euro-Western school mathematics is taught as culture-free, apolitical, and decontextualized, and argues it lacks human narratives of experience.\"}]","Identity-Making through Cree Mathematizing | PDF",1792082286,58]