The Sliammon
version of the second Small Number story has been included in the
Sliammon language segment of the First Voices website: http://www.firstvoices.com/en/Sliammon/story
Oshele from the Sliammon
Nation, describes the project in the following way, "This is not a traditional Sliammon story but one
that could be told in any First Nations communty. The story appealed to
us because of it descriptive language and presented a challenge to
translate. The story also has a math focus and we hope to encourage
teachers to use it."
Volunteers
Even though our project is still at its beginning, it has already significantly contributed to our lives and to the lives of others.
We had the privilege to meet and discuss our project with representatives from various Aboriginal communities in British Columbia and Alberta. Our visits to a number of communities went very well.
In addition, the response to our search for volunteers has exceeded our expectations. In October 2011 our group had a training session during which we learned how to make a hexastix. For more detalis about these beautiful objects click here. We are looking forward to introduce hexastix to students!
In general, during our visits to schools hands-on activities are used to introduce fundamental mathematical ideas and techniques. Student participants are asked to measure, construct, draw, color, calculate, recognize, describe, tell or make up a story, and so on. Another level of interaction is between our volunteer presenters and participants. We firmly believe that a positive role model, i.e., somebody who demonstrates their confidence, knowledge, love and passion for mathematics in a friendly environment, can play a crucial role influencing a young person’s life-long attitude towards mathematics. For example, by bringing bright and enthusiastic math students and faculty to a school, onto a reserve, or into an Aboriginal urban community center, and by giving them a chance to talk to and work with young program participants in a friendly and familiar physical and cultural space, we help the participants recognize and understand that mathematics is something interesting and within their reach.
Most importantly, we have learned so much about Aboriginal cultures and we are even more aware about the importance of encouraging young members of the Aboriginal population in Canada to study mathematics. We divide our goals in two parts. One aim is to generally popularize mathematics and to increase students’ awareness about the presence and importance of mathematics in their lives. The other is to encourage that one bright student in our audience to decide to follow her or his talent and go with mathematics all the way...
