 Kluwai or Adlaham which is Haida meaning that everything is connected and the rest of is mathematical adventures so the the book yeah is a collaboration between teachers and students and community members on Haida Gwai which and Haida Gwai is located in the Pacific Northwest just south of Alaska a group of about 150 islands on the Pacific West Coast and it was developed as a way of kind of thinking more about what rural mathematics plays in the community and then trying to help think more about about how culture mathematics and community are all connected so the community was interested in trying to think more about how to how to bring these collaboratively together and also how to I guess how to kind of bring students Haida students and community and culture to education because most often but especially math texts are from a point of view of elsewhere like not necessarily on Haida Gwai and they were interested in trying to think about you know what would it look like to connect to this place at Haida Gwai and what would be some of the interesting problems mathematical problems that could arise from that investigation and I think that the work was more towards the making of it rather than the product in the end of it so the the the collaboration with the elders and community members and the teachers was a big part of it and then the producing of it in the end is something that's sold for example in the museum on Haida Gwai it's sold at different places around the world and it's used around the world because we're now in our we're almost ready to do our third printing of it. Yeah, that's really cool and we know that it's been used as a resource for educators across the world but the I think the intended the intended audience was for teachers to try to think about how they might use it on Haida Gwai but also as examples for how people in other places in Canada can think about how do you bring mathematics community and culture together and this problems in here are specific to the place of Haida Gwai they're not going to be as connected in the same way to those who who are in the prairies or in the Kootenai territory you know in other places or on the east coast of Canada for example but it gives an example of how you can think about how you could create something similar to them I think the book supports educators by giving them possibilities for thinking about mathematics in places other than the textbook and thinking about how they can bring community and culture together and you can do that in many different contexts in many different ways and this is just one possibility and one example of what that could look like. So the book is organized around I don't know I don't there's probably like 10 or 12 mathematical adventures that are connected to stories told by elders and the story told by the elder um sort of starts off first like with an image or some quotes based on interviews with elders in the community and then that follows up with a with a mathematical adventure. So the indigenous knowledge and stories that kind of throughout the whole book there's not just one section of it that gets embedded in the whole book and it follows with thinking about how everything is connected and it tells that story through the use to the through the canoe and the importance of the canoe to horticulture so each of these stories kind of sets up something that has to do with the canoe within an elder told as a story. So for example here is an image of a canoe with a bentwood box and the box is made from one piece of wood that's why it's called a bentwood box and this is the design on the front of it and it would be used in the canoe to store various items and for the various trips that they would take to try to find food or to gather berries for example um, and then yeah And actually the story is that if people didn't have enough berries picked to serve their village they would have to travel by canoe to different areas to pick them So that kind of starts off like how the bentwood box and the canoe were together and then what would be a mathematical story around that is related to how to create this out of one piece of wood and how would the dimensions of this box change based on different shapes of wood lengths or widths what would the what would the volume how would the volume change? So each uh each of these is written by a teacher who in conversation with an elder or personal conversation with an elder or through research gather some of these quotes and stories of elders and that sort of frames the problem itself So there are questions about building canoes questions about scale, tide these are nice ones about tide and the height of moons and how that is used to be able to for food gathering I don't know if that's answering any questions. This is more about how the boat is organized It's so embedded within it all the indigenous knowledge Yeah, and then there's a section here on language because language is a big part of culture at the back so a little bit here about all the different words for rain and tide and both dialects the north and mass it and it's getting it of the vital language So it gives some some connections to that. So then we also have a historical timeline for first contact and then up to the current when the book was published So all of this can be used for sources of mathematical problems So one activity that we've tried is just taking some of these dates of when the potlet was banned for example or when the when um when the when the um Indian Act consolidated all the laws relating to Indians for example And we took these various dates and then asked teachers to be able to organize a lot of timeline And then that helped them think more about some of the events that occurred across the time as well as where they would be placed Proportionately or not. I think one measurement of success is that we're in almost in our third printing and then the other I think is Just I guess the feedback that we get from people all over the place all over the world asking for Examples of how this as an example of how they might be able to create something similar in their own context The other so so I think using it for teachers libraries districts thinking of this as an example the other I think um indicator of success is how Students on high school. I have received it and the story was a nice story of uh, uh that joanne who is the um co-editor of the book to an yvonne about she's now a superintendent on high to quiet um, she uh Tells a nice story of how they got all those boxes of these books arrived at one of the schools And then big boxes and they were starting to unpack them and just opening them up and another guy came in who is Kind of leaving from one class to another and taking the long route, you know To go to the wash or maybe and come back again and notice that they were unpacking the boxes And he said, you know, what are you doing and they said, oh, we're just unpacking some boxes of books Would you like to help? He says sure and he came over and helped and he took out one of the books and opened it up and said Wow, there's my uncle. I know this guy and he shouldn't have seen a smile on his face You know and he sat down in the chair and sat there for the next 15 minutes He's so just looking at the book and was just so excited about it So that idea of how a resource for haida guai for for the students and teachers on haida guai in the community of a place that Represents there, you know, it's not from elsewhere and doesn't represent cultures from elsewhere And that's always kind of imported in it. It's there and so to see those images of of Something that you recognize and you value and you can connect to Was, you know a great indicator. Yeah yeah And then also the teachers are asking for more and so Because of the high turnover of teachers, I don't think there are many teachers Currently still on haida guai who participated in creating this book But there's an interest in pursuing another which focuses on the haida Calendar for food gathering So now we're working with a group of teachers to think about how they can use this calendar as a as a structure for thinking about yeah But math problems connected to science the impact as I mentioned earlier is in process and participating and creating it and it gave Teachers there an opportunity to connect with community members in a way they hadn't before So I think that that so that it's the doing of it that I think has lived on You know and the those who participated in creating it have taken that with them And I hope the same will happen for this other this other book Uh The the the fact that this is in its third printing and it's just a small book We've never advertised it and it's like not on amazon And you have to buy it with a check Yeah, who uses checks anymore, right? Just because it's the district that's and it's just it's still like a nonprofit So the district has has published it so the fact that it's still going and it's still interesting To me I think has exceeded our expectations for what it would be this Came as a result of probably four years of working together with the district in different ways and so We had we met regularly with a group of teachers who participated in this but then for about a year thinking about different ways in which we can connect math community and culture And then Joanne Artibald and I Um teamed together to to offer a course on how to buy our math But it was a a course that could be count towards a master's level um And many of the teachers who participated in this participated in that course and we kind of made a I can assign that to something connected to that Uh, and then we continued to work on it and then came back with this this book So it required um a lot of you know means many years of building those relationships beforehand to get the community thinking about and Pretty all supporting and thinking about Where mathematics lives in these various contexts and how to live outside the textbook And then it's continued on like so that even though those teachers have left all the schools still have these copies of the book It isn't the same because the teachers now using the book Have it didn't create it. You know, so it's it's different So it means it I think it really does need that continual process of doing you know participating in the making of it just like a hide-and-mask or it needs to It it can live itself, but it needs to be danced, you know, or it needs to have that life in it that continues on Um, and the and the people who help create that are the ones who can come and keep it going So that's why I think the the next book looking at the food gathering calendar will be something that's going to continues on from this um and the the The relationships continue even though that funding for that project and this book had ended, you know There's still it's many years now later since first that this came out in 2011, I think But it's still very current and it's still very connected and it still Keeps us going and thinking about other possibilities Yeah, it's it isn't something that's easy to end Which is good It met like for four years before then the course and the book and then it's been a year since yeah, so it's it's been part of a long um journey and a long process and that very rewarding and inspiring one that's helping us think more about um The mathematics of place and what place and land can help us learn more about ourselves and our relationships with each other And human and non-human so it's really extended our thinking I think about the cost of the reasons I think that it contributes to indigenous education and helping uh, both uh indigenous teachers with indigenous ancestry and those without if not settlers um ways of kind of learning more about their own cultures and how this kind of idea of reconciliation of how we can come together um And and giving it a safe place to be able to ask those difficult questions and giving some kind of That structure or organization to be able to make it possible to connect with community In ways that you may not do otherwise, you know So you you may not feel like you can just go up and ask somebody a question like that But but participating in the project allowed for that and it gave room for both community members and teachers And elders to be able to come together to ask those difficult questions and be and to be able to share They're um, they're not knowing you know in a in a way that allowed for the because critical difficult um challenging Explored And it and I would say it happened for both uh teachers who are up high the ancestry and those who didn't who aren't um, so for those who are up high the ancestry for example It allowed them to give them openings to be able to explore some of their own cultural practices that were related and considered to be mathematical Or to see the mathematics and something that perhaps before uh In the mathematics was Not as explicit, you know, so kind of kind of t set out. So for example, joanne uh, Yvonne event Created a whole book around the mathematics of creating a button blanket And all the questions that were mathematical that were needed for her to create this graduating blanket for her son So so it's those kinds of things that kind of helped us begin to think about creating this place to challenge those difficult ideas and questions related to indigenous education Um, and I think that those are really key those are important for people to be able to have those openings and then for non-indigenous non-heighted teachers to begin to feel the power and the power of mathematics in that place and be able to see the opportunities to learn about culture through mathematics and to also think about how Mathematics provides that opportunity to think about culture. So that's a really interesting relationship And for them to challenge their own ideas about what it means to be a settler So one teacher, for example, said that she had been living on Hyde of Wife for 20 years and still feels that she does not know enough About the cultural environment people to be able to participate in it So, you know being able to share that and talk about it and think okay Why do I need to learn more about you know, what am I own? You know to what extent is my own are my own actions implicit and how I perpetuate these ideas in my teaching of mathematics So those were I would say that those are good examples of thinking about how this contributes to indigenous education for the for people in Hyde of Wife I'm not as sure about How other people are using the book and that would be a really interesting project is to Call them up and say, you know, like what are you doing? and what How is it helping you in your contacts in the interior for example in Australia? I know It's been given as gifts to teachers another Contacts to for them in Australia. So it'd be interesting to see here or about that I know like they like it from my to her, but I don't know how they're using it this kind of work is Gives an opportunity to Help give examples of how mathematics is not A cultural it's not culture free. It's not Decontextualized and that it is and that there are many kinds of mathematics. So And that mathematics is is created or developed in Relationship to the land and the place and so it so what is emphasized and what is noticed depends on where you are And this is a good example of that And even though we can share this kind of this more abstractness of what mathematics might be It can also be very localized in terms of international ability. It's relationship into the into this particular place