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Grounded in a desire to explore how the field of culturally responsive pedagogy (CRP) and its connected sub-fields is constructed/shaped in and through mathematics education research, the study reported on in this paper sought to understand how researchers/scholars situate, or position their research. The study began from a conceptualization of CRP as a term that encompasses the areas (or sub-fields) of Indigenous education [IE], equity-based research [E-b], critical mathematics [CM], ethnomathematics [EM], social justice [SJ], and language diversity [LD]. By asking mathematics education scholars to position their research within this conceptualization, this paper points to the different themes or 'noticings' that summarize the ways in which they described their research and/or the sub-fields. As mathematics education scholars ourselves, this paper is part of our journey to explore these varied and interconnected terms/fields and to come to a more nuanced understanding of how they interact so that we (and others) might act within our research and our classrooms with a clear aim to disrupt. In our efforts to portray some of the fluidity that we noticed, we each present a model that attempts to capture our thinking and positioning within the conceptualization, and we invite the reader to do the same.

This article explores the role that gestures play in the development of mathematical understanding. Using Pirie Kieren's (1994) notion of image making and Lunney Borden's (2011) idea of verbing mathematics, we share two examples of how students respond to teacher requests to demonstrate what they know about arrays.

A large study of classrooms in the Caribbean context necessitated the use of a validated classroom observation tool. In practice, the paper-version Stalling's instrument (Stallings & Kaskowitz 1974) presented specific challenges with respect to (a) facile data collection and (b) qualitative observations of classrooms. In response to these shortfalls, the Stalling's classroom observation tool has since been modified and supplemented with qualitative observation scales. In an effort to promote efficiency of observation and data collection, the tool has been reconfigured as an iPad® application. The research described herein used four independent studies (utilizing video of classroom practice) in an attempt to establish reliability and validity of the new iPad®-based classroom observation instrument. The articulated results provide a good measure that this goal has been reached.

The Research Committee focuses on several systemic barriers that have impeded the equitable development of students' mathematics knowledge, including school and school-system structures that foster the social reproduction of inequity. To develop an equitable context for all students to learn mathematics, the Research Committee posits that we need to change beliefs about students, about particular groups of students, about how students learn, and about grouping students.

This study traces the learning journey of primarily non-Indigenous educators who challenged the legacy of colonization in schools, and worked to decolonize their practice, through their participation in a specialized graduate cohort. Drawing upon sharing circle conversations, we highlight themes that emerged from our research. Educators reported their sense of agency to transform and change their practice increased with the support of a critical and caring learning community. In nourishing their learning spirits, educators were able to begin to decolonize education, an ongoing challenge that requires valuing Indigenous people, languages, and land, and building inter-cultural understanding. This study is an example of how graduate programming can begin to address the Calls to Action of the Truth and Reconciliation Commission.

This article shares findings from the first phase of program evaluation of Antle, a holistic language resource for teaching, learning and assessment. The program evaluation was guided by understandings that appreciate the interconnections of literacies and identities and is situated within a decolonizing framework that recognizes the transformation of Indigenous knowledges as essential. A quantitative and qualitative analysis was conducted. Analysis revealed the educators valued Antle but did not use the resource consistently. Recommendations include providing information to teachers about connections between literacies theories, curriculum outcomes, and program activities, and additional support for implementation. This article serves as an invitation to researchers and educators across Canada to rethink literacy assessment practices. [ABSTRACT FROM AUTHOR]

The editors have challenged us to consider STEM within the Canadian educational context. We find that the push to STEM is based on stories that frame the need for STEM within an economic imperative. Though some people are questioning the prevailing story and attempting to tell stories about STEM as a more integrated approach to teaching and learning, this work remains based in Western assumptions and philosophies. Based on our work alongside Aboriginal people, peoples, and communities, we offer another take on STEM, not as a framework for teaching and learning but rather as an artifact that emerges from teaching and learning.

As part of a larger project focused on decolonising mathematics education for Aboriginal students in Atlantic Canada, this article reports on the role of the Mi'kmaw language in mathematics teaching. By exploring how mathematical concepts are talked about (or not talked about) in the Mi'kmaw language, teachers and researchers can gain insight into how Mi'kmaw children think about mathematical concepts. It is argued that much can be learned by asking questions such as "What's the word for... ?" or "Is there a word for... ?" Numerous examples of such conversations are presented. It is argued that particular complexities arise when words such as "flat" and "middle" are taken-for-granted as shared, but in fact do not have common use in the Mi'kmaw language. By understanding these complexities and being aware of the potential challenges for Mi'kmaw learners, teachers can better meet the needs of these students. It is argued that understanding Aboriginal languages can provide valuable insight to support Aboriginal learners in mathematics.

In this article, we explore the absence of understanding related to culturally responsive pedagogy in physical education for Aboriginal students. In so doing, we examine the limited literature related to culturally responsive physical education and the especially limited literature dedicated to Aboriginal students within physical education. Recognizing that this absence should present a very obvious concern for pre-service physical education teachers, in-service physical education teachers, teacher educators, and most importantly, Aboriginal students themselves, we borrow from the few most notable pedagogues who share our concern and offer a framework and suggestions for future practice and inquiry. We make these suggestions for future practice and inquiry with the wholehearted belief that a commitment to culturally responsive pedagogy can improve upon the immediate and long-term physical education experiences of Aboriginal and non-Aboriginal students.

As part of a larger project focused on transforming mathematics education for Aboriginal students in Atlantic Canada, this paper reports on the role of the Mi'kmaw language in mathematics teaching. Examining how mathematical concepts are described in Mi'kmaq gives insight into ways of thinking. Shifting classroom discussions to reflect Mi'kmaw verb-based grammar structures, referred to as "verbification", is described through the example of a grade 3 lesson on prisms and pyramids. "Verbification" shows tremendous promise as a way to support Mi'kmaw learners as they negotiate their space between school-based mathematics and their own cultural ways of knowing and doing mathematics.