Abstract
In this study, we focus on the importance of co-constructing reciprocal relationship as a step towards decolonizing mathematics education. Research teams comprising Anishinaabe and Métis leaders, artists and educators and non-Indigenous educators collaboratively explored connections between the mathematics inherent in Indigenous artistry, design and technology and the mathematical content in the Ontario curriculum. Contextualizing research ethics was imperative. While the initial focus was on the co-planning and co-teaching of units of mathematics instruction based on Anishinaabe or Métis cultural practices, we realized that the work was primarily about developing ethical relations, which prioritized Indigenous knowledge systems and positively influenced mathematical understanding.
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