SÁMI CULTURE AND ALGEBRA IN THE CURRICULUM

The Sámi culture’s richness of patterns and structures give rise to the question whether an implementation of Sámi culture in the teaching of algebra might improve this teaching for the Sámi pupils. The Sámi have their curriculum but Sámi culture does not seem to be implemented in its algebra syllabus. Mathematical archaeology with respect to metonymy upon the Sámi cultural elements duodji and joik indicate possibilities for the teaching of algebra. But a remaining question is the Sámi mathematics teachers’ view of the situation and of the suggested possibilities. The paper aims to prepare for empirical studies which focus on the Sámi mathematics teachers’ mathematical archaeology upon their own cultural elements, as a basis for the teaching of algebra.