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This paper is an examination of the way mathematics, and STEM, arises through stories of teaching and learning on, with, and alongside "Land." It emerges from research, undertaken in different Nations (Cree, Dene, Métis, Mi'kmaw, Naskapi, Canada), that considers what locally meaningful K-12 STEM teaching and learning might look like in Indigenous contexts. The paper reflects our research process. Each story is followed by a conversation that surfaces elements of how mathematics, language, learning, and different ways of knowing, being, and doing circulate together and emerge in relation to "Land" and all relations living within it. We frame the work in ethical relationality to open a space where Indigenous and Western knowledges might co-exist, attending to ongoing tensions in the work between ways of knowing, being, and doing of different people and peoples/nations, between perspectives and experiences of indigenous and non-indigenous participants, between languages, while still creating spaces where we might move closer together through iterative processes of collective learning. This exploration provides insight into how and when we might remember that mathematics has spirit, how quantity and pattern live in various contexts, when numbers might be inadequate for a context, and how all these ideas can meaningfully inform mathematics teaching and learning via relationships between language, mathematics and learners. We seek a mathematics that resists abstraction as extraction and instead lives and enspirits teaching and learning through relationships.

Positioned within Indigenous and ecological discourses, our paper reconsiders human-centered relationships with earth and activities such as STEM that view earth as commodity, resource, and platform. In doing so, we turn to the ways earth (e.g., rivers, forests, animals) teaches mathematics education for "STEM as place" and reveals intelligences that exceed those of humankind. Using examples of place and land, we illustrate how such a conception contrasts with current calls and goals for STEM and integrated STEM education. We contend that comprehending "STEM as place" renews potential for success to be defined "as the continuity of life"; that is, all that concerns the natural world, including human wellbeing in general, and in particular mathematics and mathematics education. To conclude, we propose research directions to study mathematical ways of being, mathematics, and mathematics education for "STEM as place." We include possible implications and pathways for such work which prompts (re)visioning and (re)enacting mathematics education to be for "STEM as place."

Prior to the 2016 Canadian Mathematics Education Study Group/Groupe Canadien D'étude En Didactique Des Mathématiques (CMESG/GCEDM) meeting at Queen's University in Kingston a Pre-Conference session was organised to discuss the theme of "Challenges and opportunities related to linguistic and cultural diversity in research and publishing / Défis et opportunités de la diversité linguistique et culturelle dans la recherche et sa publication." The following communications are based on, or somehow inspired by, the presentations of the four panelists. This article includes the following: (1) Challenges and opportunities for publishing in mathematics education: the personal viewpoint of a francophone researcher (France Caron); (2) Reflections on the FLM preconference (Osnat Fellus and Florence Glanfield; (3) Visible and invisible diversity in academic publishing (Mamokgethi Setati Phakeng); and (4) Défis and opportunities of la diversité (linguistic) in publication (Jean-Francois Maheux).