“Saskatchewan Learning recognizes that the Indian and Métis peoples of the province are historically unique peoples, occupying a unique and rightful place in society. Saskatchewan Learning recognizes that education programs must meet the needs of Indian and Métis students, and that changes to existing programs are also necessary for the benefit of all students” (Indian and Métis Education Policy from Kindergarten to grade Twelve, Saskatchewan Education, 1995, p. 2).
The inclusion of Aboriginal content and perspectives promotes the development of positive attitudes in all students toward Indian, Inuit, and Métis peoples. Increasing an awareness of one’s own culture and the cultures of others develops all students’ self-concepts and promotes an appreciation of
Teachers working with Aboriginal students must recognize that these students come from various cultural backgrounds and social settings including northern, rural, and urban areas. The students’ language abilities range from fluency in an Aboriginal language to degrees of bilingualism in an Aboriginal language and English, to fluency in English. Teachers must understand and respect this diversity and use a variety of teaching strategies to assist all students with mathematical language development. An emphasis on communication within a positive classroom climate is essential.
Teachers must utilize a variety of teaching strategies that match and build upon the knowledge, cultures, and strengths which Indian, Inuit, and Métis students possess. Responsive adaptations are necessary for effective teaching and learning to occur.