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<p>This study draws on theoretical frameworks of African Indigenous Knowledge&#xa0;(AIK), and the concept of storyline to explore mathematics learning experiences and perspectives of sub-Saharan African immigrant students (who arrived in Canada within 5 years) in Alberta. Particularly, we ask: what are the mathematics experiences and perspectives of sub-Saharan African immigrant youths (SSAIYs) in Canada? We analyzed interview data from 12 SSAIYs from Greater Edmonton, Alberta, Canada, to identify the storylines they shared about their in- and out-of-school experiences and perspectives of mathematics learning. We aim to ground and interpret the prevailing storylines through an African Indigenous Knowledge worldview. We identified the following storylines: “Mathematics learning is collaborative,” “Practice makes perfect [in mathematics learning],” “African immigrant children position themselves as capable mathematics learners,” “African immigrant children acknowledge the relevance of mathematics in their daily lives,” “African immigrant youth do not see the English Language as a hindrance to success in mathematics,” and “Family and community support is essential for children’s mathematics success.” In our discussion, we advise that educators’ awareness of these storylines can be a first step towards developing culturally responsive mathematics learning experiences for African immigrant youths.</p>

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Beyond Ubuntu: African Immigrant Youth Experiences and Perspectives with Mathematics in School and Out-of-School Contexts

  • 期刊论文

  • 发表日期：

    2026年5月5日

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  • Kwesi Yaro,
  • David Wagner,
  • Albert Henry Ntarmah

摘要

This study draws on theoretical frameworks of African Indigenous Knowledge (AIK), and the concept of storyline to explore mathematics learning experiences and perspectives of sub-Saharan African immigrant students (who arrived in Canada within 5 years) in Alberta. Particularly, we ask: what are the mathematics experiences and perspectives of sub-Saharan African immigrant youths (SSAIYs) in Canada? We analyzed interview data from 12 SSAIYs from Greater Edmonton, Alberta, Canada, to identify the storylines they shared about their in- and out-of-school experiences and perspectives of mathematics learning. We aim to ground and interpret the prevailing storylines through an African Indigenous Knowledge worldview. We identified the following storylines: “Mathematics learning is collaborative,” “Practice makes perfect [in mathematics learning],” “African immigrant children position themselves as capable mathematics learners,” “African immigrant children acknowledge the relevance of mathematics in their daily lives,” “African immigrant youth do not see the English Language as a hindrance to success in mathematics,” and “Family and community support is essential for children’s mathematics success.” In our discussion, we advise that educators’ awareness of these storylines can be a first step towards developing culturally responsive mathematics learning experiences for African immigrant youths.