eric.ed.gov har udgivet: The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math,… Continue Reading →
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eric.ed.gov har udgivet: This booklet describes the goals and activities of 20 exemplary programs in mathematics, science and technology for students and teachers in schools operated or funded by the Bureau of Indian Affairs. The programs are: “Computer Home Improvement Reading Program,” Beclabito Day School (New Mexico); “Cherokee High School Science: Honoring Tradition/Seeking the Future,” Cherokee Central High School (North Carolina); “Making Connections,” Cheyenne-Eagle Butte School (South Dakota); “Effective Math and Science Strategies on the Navajo Reservation,” Cove Day School (New Mexico); “Dennehotso Boarding School Library-Media Center,” (Arizona); “Image Processing for Teaching,” Dzilth-Na-O-Dith-Hle Community School (New Mexico); “Radio Broadcasting Program,” Greyhills Academy High School (Arizona); “Haskell Math and Science Summer Workshop,” Haskell Indian Nations University (Kansas); “Reclaiming the Desert with Native Plants,” Little Singer Community School (Arizona); “SMILE: Science and… Continue Reading →
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eric.ed.gov har udgivet: Using a cross-cultural perspective, researchers studied the “math avoidance syndrome,” which has reached crisis proportions among American Indians, at two elementary schools on Utah’s Northern Ute Reservation and Wisconsin’s Oneida Indian Reservation in 1980. Researchers gathered data by observing math instruction at the schools and by interviewing parents, teachers, tribal officials, and a group of students from third and fourth grade classrooms. They also discussed with tribal elders each tribe’s style of computation and problem solving. Results showed that, contrary to widely held beliefs, neither degree of traditionality nor sex of student served as an accurate predictor of student math attainment or interest in math. Perceived conflicts between school and home regarding function and purpose of education, social organization of math lessons, incompatibility of classroom management styles,… Continue Reading →
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eric.ed.gov har udgivet: Disability Research Encompassing Native Americans in Math and Science (DREAMS) is a comprehensive program that offers math and science experiences to Native American students with disabilities and encourages systems change in schools on or near Indian reservations in related domains. These domains include development of science instructional models based on hands-on learning and conceptual development, approaches to meet national science and mathematics standards, infusion of Native American culture into instruction and methods, accommodations for students with disabilities in science and math instruction, and career exploration in technical fields. DREAMS is a partnership between the University of North Dakota and 10-12 public and tribal schools in North Dakota. Project activities include curriculum and materials development; two annual week-long summer institutes for students, parents, and teachers; teacher education in… Continue Reading →
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eric.ed.gov har udgivet: For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics capabilities of Native Americans, a generally negative image of mathematicians and scientists, dislike and fear of math forms without visible application to daily life and which require abstraction as a major tool, a perception of math courses and requirements as rigid, and a self-perception, often fostered by school couselors, of hopeless inadequacy in math skills. Because most of the students interviewed had attended public schools the implication is that public school math and science… Continue Reading →
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eric.ed.gov har udgivet: The digest summarizes major characteristics of American Indian student needs in the disciplines of science and math and offers constructive ways in which students may be motivated for greater achievement. Motivational, attitudinal, and behavioral factors contributing to avoidance of science and math by American Indian students are identified: conflicts between home and school regarding the purpose/importance of school; movement away from lessons in context and interdisciplinary approaches toward more structured and linear approaches in junior high; and a social organization of lesson presentation which is less group oriented and more authoritarian. Characteristics of American Indian students’ learning styles which may affect science and math motivation are outlined: seeing and listening, practicality, caution, and field sensitive orientation. Suggestions for teaching science and math as creative processes and cultural… Continue Reading →
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eric.ed.gov har udgivet: Even though many of Alaska’s students are getting a good education, historically Alaska has some of the largest achievement gaps in the country. Compared to other states in America, Alaska ranks at or near the bottom in reading and math scores. This document is a call to action. Thousands of Alaskans have stepped up to answer this call and have demonstrated through Alaska’s Education Challenge that they are unwilling to accept their state’s current results. Parents, students, educators, policymakers, tribal leaders, partner organizations, and local school boards have worked together to create a shared plan for improving Alaska’s system of public education. This document outlines the three primary components of that plan: (1) Public Commitments–An invitation to all Alaskans to support a thriving and successful public education… Continue Reading →
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