NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ934006
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
Reconsidering Approaches to Aboriginal Science and Mathematics Education
Sterenberg, Gladys; Hogue, Michelle
Alberta Journal of Educational Research, v57 n1 p1-15 Spr 2011
In Canada, Aboriginal postsecondary enrollment and completion rates are significantly lower than those of non-Aboriginal students. This is most evident in studies involving science and mathematics. The investigation of this issue was informed by focus group discussions with eight participants representing a Blackfoot community. Themes emerging in the data emphasize educational approaches of assimilation, segregation, and mutual dialogue. Intertwining Aboriginal and Western knowledge systems holds generative possibilities for science and mathematics education. Understanding the perspectives of Aboriginal educators in the context of science and mathematics education is a necessary beginning place for future investigations into improving postsecondary completion rates by Aboriginal students.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada