1 / 41

National Taitung University Presenter: Jerry Lipka University of Alaska Fairbanks

Workshop on Science and Mathematics for Indigenous Education Alaska Native Knowledge and Culturally Embedded Curriculum. National Taitung University Presenter: Jerry Lipka University of Alaska Fairbanks February, 2010.

lea
Download Presentation

National Taitung University Presenter: Jerry Lipka University of Alaska Fairbanks

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Workshop on Science and Mathematics for Indigenous EducationAlaska Native Knowledge and Culturally Embedded Curriculum National Taitung University Presenter: Jerry Lipka University of Alaska Fairbanks February, 2010 Sharing the lessons learned from working with Yup’ik elders—toward a systematic approach to teaching mathematics.

  2. Overview of Presentations Introductions Thankful for the Invitation Privilege to work with you by sharing the Elders’ Gift Purposes Sharing our Work Outlining key principles in developing math curriculum based on indigenous knowledge Assist in the Development of your Work

  3. Map of Southwest Alaska

  4. Alaska’s Language Groups—Situating our Work

  5. What is our work? We produced curriculum materials, PD, and implementation/evaluation studies.

  6. Situating MCC: In an Academic Context Four major approaches to math reform: Everyday math—whatwe can learn as individuals within a cultural context, Yup’ik elders and expert Yup’ik teachers perform everyday tasks Literacy and Language Ethnomathematics—The culturally favored ways of a perceiving and interacting with the world, understanding Yup’ik ways of being, values, and communication—unique worldview of Yup’ik people Reform-oriented math—inquiry-oriented, conceptually driven, and proactively increasing access and equity to math Today’s talk concentrates on the interface of these approaches

  7. Goals of MCC • Include the Culture of the Community in Schooling—cultural continuity and cultural evolution/development • Improve the performance of Yup’ik elementary school students in math • Later, this goal evolved into improving the performance of all students • Newest goal, informing mainstream mathematics curriculum and instruction by sharing lessons learned from Yup’ik elders and teachers

  8. Conceptions of Developing Mathematics Curriculum for Indigenous Students

  9. Cosmology—ways of perceiving the world Star Navigation—perceiving the night sky

  10. Elders we worked with say, “Always come with a story.” Adventures of Kuku—story told by Annie Blue, respected storyteller from Togiak, Alaska. Kuku entering the magical phantasmagorical portal Literacy as window into a unique worldview

  11. Examples of Everyday Activities—Building a Kayak and Cutting Salmon

  12. Third Space: Mathematics, Curriculum, Pedagogy, and Culture

  13. Samples of Everyday Work with Elders & Co-Constructing Curriculum • Working with Elders • Working with Yup’ik teachers • Lessons learned from implementing MCC curriculum • Assessments and Evaluation Studies also inform the curriculum, professional development component, and pedagogy

  14. Counting--Numeration Working together to Understand Yup’ik Numeration

  15. Developing School-Based Mathematics Activities

  16. Creating Numeration Activities—Drumming and Place Value

  17. Teacher and Students Using and Extending Lessons Learned from Elders

  18. Measuring in the Context of MCC’s Summer Math Institute

  19. An Example from an MCC treatment class • Nonzero starting point Students create their own units

  20. Yup’ik Border Patterns

  21. Making Patterns/Geometric Shapes from Uneven Material

  22. The Importance of the Center: Transformational Geometry

  23. School-based definition of a square

  24. Alternative definition to Euclid’s based on the everyday practices of Yup’ik elders, emphasizing the importance of center point, using transformational geometry, measuring, and folding.

  25. Transforming a Square to a Circle

  26. Putting it Together—Math and Pedagogy

  27. Math Content from Subsistence Activities and Developing Math Curriculum in Indigenous Contexts—Working with Elders

  28. Subsistence Activities

  29. Cultural, Context, and Measuring: A basis for developing curriculum

  30. Finding Deeper Mathematical Connections Across Various Subsistence Activities

  31. Expert-Apprentice Demonstration Joint Productive Activity Observational Learning Pedagogy Cognitive Apprenticeship Wondering aloud Practice Assist Others Novice becoming more expert Pedagogy Pedagogy of the community Connected to the pedagogy of the school

  32. Putting the Pieces Together—Finding Patterns and Making Curriculum Emphasis on ways of learning that enable students to verify results/inquiry Organizing classroom activities that support ways of working together, familiar communication patterns and norms Building on relative cognitive strengths Building on familiar context prior to developing unfamiliar mathematics concepts Learning many mathematics concepts through geometry and measuring Connecting other mathematical concepts from geometry and measuring to numbers and number relations, for example Constructing activities integrate multiple mathematics strands Connecting mathematics to literacy Organizing activities and presenting mathematical concepts in ways indicated by elders—concepts are active not static Social-cultural emphasis on cooperation and harmony Challenging mathematics

  33. Does it Work? What evidence do we have? Efficacy studies Qualitative Case Studies

  34. Does MCC Work? It Closes the Gap

  35. HLM Impact Results – Location and Subscales *** p<.001 ** p<.01 * p<.05

  36. Evidence suggestive of MCC’s efficacy to improve the Math performance of AN students and other Alaskan students—Subsequent Studies

  37. MCC Works! Why it Works • Increase equity, access and engagement, and achievement in math education • Forging a model based on cultural strength and not on a deficit based model • Valuing and connecting Alaska Native cultures to schooling • Building on and from cultural knowledge, cognitive strengths, and ways of communicating • Principles within our project can serve as a model for developing culturally based curriculum • Our work has been published in numerous professional

  38. Classroom Stories I would like to add that I am seeing similar results with a couple of students this year. One boy in particular is typically all over the room - rarely on task. With the kayak model he was the first to measure out his kayak on the floor, first to test his boat, and the first to offer to help other students test their boats. He even tried to test stability by placing marbles just on one side of the boat during the load activity. A concept I have not even introduced yet. I can see he is understanding when I ask him questions verbally, however I can not attest to him making progress in writing yet. I will keep you posted (told to Jerry Lipka by Laurel Sands, a rural teacher, 2009).

  39. Workshops will Emphasize Importance of: Center point; Balance; and Symmetry Workshop 1– Making a Square from uneven materials [geometry, measuring, patterns, and numbers] Workshop 2 –Building on the square--creating fraction sets

More Related