ERIC Number: ED500551
Record Type: Non-Journal
Publication Date: 2007-Sep
How Do You Get the Numbers to Dance? Effective Educational Practices in Mathematics for Native American Learners: A Conference Summary
Tambe, Pam; Carroll, Becky; Mitchell, Heather; Lopez, Laurie; Horsch, Elizabeth; St. John, Mark
Inverness Research Associates
This paper summarizes the main ideas that emerged during a two-day conference to discuss effective educational practices in mathematics for Native American students. Information is in drawn both from conference discussions and from author experiences studying and evaluating other mathematics education projects, organized into sections that generally follow the flow of conference events. The first section describes the nature of the problem, focusing in particular on the descriptions of mathematics education for Native American students that emerged during the conference. Strategies that have been found to be successful in specific instances and locations were discussed, including: (1) Cultural Responsiveness in curricula; (2) Pedagogy/Teaching Strategies that include modeling, joint productive activities and putting the big picture before the pieces: (3) Center for Research on Education, Diversity and Excellence (CREDE) standards; (4) Professional Development for Teachers; (5) Systemic Change; and (6) Examining at Personal and Institutional Biases. Major themes from implications of conference discussions were identified as: (1) Teacher Preparation; (2) Belief Systems and Values; (3) Recognition of Students as Individuals; (4) Building Relationships with local Native American Communities; and (5) Role of Data. Conference participants expressed the consensus opinion that there is no single solution, but that collaborations of participants and methodologies will be required in committed and sustained efforts of intentionality. Appendixes include a list of conference participants and non-comprehensive list of resources. (Contains 15 footnotes.)
Descriptors: Instructional Effectiveness, Educational Practices, Mathematics Education, American Indians, Teaching Methods, Poverty, Culturally Relevant Education, Educational Strategies, Standards, Faculty Development, Educational Change, Bias, Teacher Education, Values, Teacher Student Relationship, School Community Relationship, Interpersonal Relationship, Data Collection, Data Analysis
Inverness Research Associates. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail: email@example.com; Web site: http://www.inverness-research.org
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Inverness Research Associates, CA.
Grant or Contract Numbers: N/A