Abstract
According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an urban school where most students are non-Sámi. Their idea was for students to experience the usefulness of using their own bodies as measuring tools. Afterwards, a teacher educator interviewed the pre-service teachers about their experiences. The teaching unit was planned as if it were to be taught in a Sámi school, except that the language of instruction was Norwegian. Analysis shows how the teaching unit aligns with the suggestions and recommendations of Norway’s Truth and Reconciliation Commission. Analysis with respect to the Theory of Didactical Situations framework, TDS, which has not been developed for Indigenous education, show that TDS contributes to improving the teaching unit’s plan. We recommend that Sámi traditional measuring should be taught by Sámi teachers to more non-Sámi students, and we present a revised teaching plan. However, because there is a significant lack of Sámi teachers, we recommend that non-Sámi teachers use our plan as a model for teaching Sámi traditional measuring.
Published Version
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