A culturally relevant, imbued, and sustaining pedagogy framework for culturally connected math curriculum

Abstract

This article introduces the CRISP (Culturally Relevant, Imbued, and Sustaining Pedagogy) framework in the context of a three-course sequence, “Indigenous Math I, II, and III,” taught at Turtle Mountain College. These three courses seek to revitalize mathematical ways of knowing embedded within the Turtle Mountain language(s) and culture(s). The Indigenous Math framework and Indigenous Math Education framework guide these three courses, as well as the Secondary Math Education bachelor’s degree program that spurred development of these courses. Discussing the relationship (i.e., connections, similarities, differences) between Western math and Indigenous math is central to these courses. The CRISP framework extends this discussion by describing four significant components of revitalizing and teaching Indigenous math. Multiple Indigenous math examples are shared as evidence for the value of the CRISP framework.