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When Rochelle Gutiérrez spoke of the need to center Indigenous, Black, and Latinx students in efforts to rehumanize mathematics, this meant not merely supporting those students to do well through dominant mainstream standards, but through practices, measures, and approaches that empower and build upon the strengths of students for whom the systems of mathematics education has most failed (2018).
In this session, I specifically explore what rehumanizing mathematics means for Indigenous learners and communities. We will explore ways in which mathematics has been and may continue to be dehumanizing and discuss opportunities for educators to engage in rehumanizing practices for Native learners. Drawing upon my experiences as a Diné and Filipinx learner, scholar, educator, researcher, and parent currently residing in Santa Fe, New Mexico, I also aim to demonstrate ways we can center place values in discussions such as those held at national conferences.
