In This Section: Ethnomathematics, Lesson Ideas

Ethnomathematics: Decolonizing the Math Curriculum

Ethnomathematics is defined as the connection between mathematics and culture. It challenges the Eurocentric view of mathematics as a fixed, acultural, and purely abstract set of rules. Instead, it posits that all cultures practice mathematics, and it reveals the complex and elegant ways that mathematical ideas (e.g., in geometry, spatial reasoning, and data) are embedded within cultural practices.

Anishinaabe mathematics, for example, is described as both place-based and verb-oriented. The Ojibwe word for "math," agindaasowinan, is derived from the verb agindaaso, meaning "s/he counts". The suffix -win changes the verb to mean the activity of counting, and the suffix -an means the activity is plural, or done in community. This also means that agindaasowinan is not a 1–1 translation with "mathematics" but rather "mathematizing" or "the activity of doing math". This implies mathematics is an active process of understanding the world, not a static set of objects to be "memorized".

Integrating this content must be done with care and cultural competency. In 2022, a first draft of new Minnesota K-12 math standards, which included references to Dakota and Anishinaabe communities, received significant negative feedback. Critics, including some Anishinaabe people, called the references "awkward," "forced," "ridiculous," and "disingenuous virtue signaling".

This context is vital for educational leaders. The criticism stemmed from a perception of superficial, "tacked-on" references that lacked authenticity. A successful integration, therefore, must be the opposite: it must be deep, authentic, and demonstrate how Anishinaabe intellectual traditions enhance and provide rigorous context for mathematical concepts. The Minnesota Department of Education (MDE) is in the process of developing resources to help educators build this competency, one of which includes the "Key Concepts and Terms for Indigenous-oriented education" eLearning course, which is endorsed by the state's licensing board (PELSB).

However, at the time of publishing this site (November 2025), the MDE has yet to publish or otherwise make available any resources for integrating authentic Anishinaabe perspectives into mathematics education. The MDE is collaborating Tribal Nations and Urban Indigenous Communities to develop culturally specific resources and professional development aligned with the Standards Review Schedule.

According to the MDE, "Educators and districts are not responsible for creating IEFA resources or for seeking Tribal endorsement of resources. Districts can implement resources once available on our website." Despite this "release from responsibility", it is important for teachers to put in the effort to be culturally responsive in their teaching, which starts with actively thinking about inclusive curricula and collaborating with other teachers in their departments/buildings instead of waiting for the MDE to finish its resource development in time for inclusion in the 2027-2028 school year.

Ideas presented on this page can be made suitable for a variety of grade levels, and can be used as a starting point, but they are not complete lesson plans.

Lesson Ideas

Geometry, Symmetry, and Patterns in Anishinaabe Quill & Beadwork

As established in the Enduring Culture section, Anishinaabe beadwork traditions include both older geometric patterns and the more widely known floral patterns. This provides two distinct, and mathematically rich, opportunities for inclusion in a secondary classroom.

Math Concepts:

Polygons & Quadrilaterals: Students identify and describe the attributes (number of sides, number of vertices, parallel sides, side lengths) of rectangles, squares, rhombuses, and trapezoids found in Anishinaabe quillwork designs.
Symmetry: Students identify and draw lines of symmetry within a beading pattern.
Transformations: Students analyze how a repeating pattern is created using single transformations, specifically reflections (flips) and translations (slides).

Potential activity: Students are not asked to "make a Native American design." Instead, they are given a mathematical task: Design a pattern on graph paper that must incorporate at least two different types of quadrilaterals and at least one line of symmetry.

Floral Patterns

The Ojibwe floral patterns represent a more complex geometric challenge, making them ideal for a high school geometry course. They move beyond simple, straight-line polygons.

Math Concepts:

Rotational Symmetry: Many floral designs do not have lines of symmetry (a reflection) but instead possess rotational symmetry around a central point. A potential task is for students to find the center of rotation and determine the degree of rotation (e.g., a 3-petal flower might have 120-degree rotational symmetry).
Tessellations: Anishinaabe quillwork frequently incorporates geometric patterns that function as tessellations or mosaic-like designs. A potential task is for students to be given a set of simple geometric tiles and directed to create their own tessellations that fill areas of various shapes.
Fractals: The self-repeating, nature-based patterns of a main stem with smaller stems and leaves, which in turn have smaller veins, serve as a powerful qualitative introduction to the concept of fractal-like patterns in nature, a key component of an Anishinaabe worldview. This can be an opportunity to explore the different interpretations of the term "fractal" from an Anishinaabe perpsective and a Western one.

Wigwametry—Scale, Ratios, and Engineering

Wigwametry is a term for the sophisticated mathematics, engineering, and problem-solving involved in the construction of a wiigamig (the Ojibwe word for "home" or "house"). This structure is a dome or oblong shelter made of bent saplings and covered in bark or mats. The true mathematical rigor lies in the 3D structure. The bent saplings form arcs, which provides an authentic, problem-based learning scenario that can be adapted across grade levels (geometry, pre-calculus, and/or calculus).

Math Concepts and Example Problem:

Arc Length: Geometry and pre-calculus students can use an assumption that saplings form circular arcs in the exploration of using arc length to find the length of saplings for the wiigamiig structure. Calculus students can use integration to consider parabolic arcs and other functions as models for sapling arcs.
Surface Area: Geometry and pre-calculus students may consider a wiigamiig as a composite shape formed by the circular arcs. This can allow them to estimate the number of bark mats that would be needed to cover the wiigamiig by finding the surface area of the structure (as a composite shape). Calculus students can explore the same idea using surface area of revolutions.

The Problem: "You are building a wiigamig. The floor plan must be 10 feet wide (diameter). To have enough headroom, the center height must be 7 feet. What is the minimum length of the sapling you must harvest to create this arc?" A follow-up question, "How many 3-foot by 5-foot bark mats are needed to cover the frame?" requires them to estimate or calculate the surface area of the dome. This is a high-rigor, culturally-authentic problem.

Algebra, Statistical Modeling & Data Science, and Digital Sovereignty

A variety of topics lend themselves to the lens of algebraic or statistical analysis that are culturally relevant to the Fond du Lac Ojibwe and other Anishinaabe.

Math Concepts:

Algebra & Data Analysis: Manoomin (wild rice) restoration efforts provide an opportunity to explore rates of change and analyze real world data that is critically impactful. Students can be provided with data on lakes in which manoomin is harvested and explore the restoration efforts currently ongoing. For example: "The original Rice Portage Lake was 634 acres. Today, 114 acres are open water and 150+ acres are identified for restoration. What percentage of the lake was lost? What percentage is restorable?"
Statistics & modeling: The Fond du Lac’s wildlife management, specifically their wolf monitoring program, provides a rich opportunity for comparative statistics. Students can be provided with wolf monitoring reports and create statistical models that they can be used to compare other wolf populations in Minnesota.
Linear & Exponential Growth: The Fond du Lac’s efforts in expressing their Digital Sovereignty through the Aaniin Fiber service can be used to compare different types of growth based on real world adoption of services and using that as a future predictor. For example: "The Aaniin Fiber service grew to 1,100 customers. If it adds 20 new customers per month (linear) vs. grows 3% per month (exponential), what will its customer base be in 5 years?"