This paper describes two Sámi mathematics teachers’ development of an innovative instructional practice. Having recognized that Norway’s national written exam disadvantaged their students, the teachers developed and established a culturally responsive local oral mathematics exam as part of a five-year research project that took place between 2010 and 2015 in Guovdageaidnu, Norway. The aim of the paper is to illuminate the role of teachers’ autonomy in the process towards Indigenous educational self-determination.
Teaching in Sámi schools in the Swedish part of Sápmi where Indigenous Sámi people live should be approached from the perspective of Sámi culture, despite the fact that Sámi culturally based teaching is not specifi cally defined. Therefore, teachers themselves must adapt the teaching and content for Sámi children and, as a result, no Sámi culturally based mathematics teaching usually takes place. The aim of this article is to discuss Sámi teachers’ experiences of Indigenous school transformation and their work to adapt teaching in order to provide Sámi culturally based mathematics lessons.