Culturally-responsive mathematics pedagogy through complexivist thinking

This paper uses a complexity lens to consider the pedagogical project of culturally responsive mathematics. Need for new and different theoretical perspectives for Aboriginal education arise from chronic underachievement among Canada’s Aboriginal students. Culturally responsive mathematics pedagogy as a complex learning system allows a different view into the interrelationships and necessary conditions between culture, education and society, a view that aims to open new possibility for curriculum development, Aboriginal schooling and cultural renewal, while ensuring success for students.