national taitung university presenter: jerry lipka university of alaska fairbanks
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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. - PowerPoint PPT PresentationTRANSCRIPT
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WORKSHOP ON SCIENCE AND MATHEMATICS FOR INDIGENOUS EDUCATION
ALASKA NATIVE KNOWLEDGE AND CULTURALLY EMBEDDED CURRICULUM
Sharing the lessons learned from working with Yup’ik elders—toward a systematic approach to teaching mathematics.
National Taitung University Presenter: Jerry LipkaUniversity of Alaska FairbanksFebruary, 2010
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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
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Map of Southwest Alaska
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Alaska’s Language Groups—Situating our Work
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What is our work? We produced curriculum materials, PD, and implementation/evaluation
studies.
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Situating MCC: In an Academic Context
Four major approaches to math reform: Everyday math—what we 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
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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
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Conceptions of Developing Mathematics Curriculum for
Indigenous Students
Language
Emphasis on Valued Aspects of the Culture
Verbs—actions,
processes
Windows to a
worldview, unique
perspectives
Worldview-Cosmology
Epistemology—Ways of knowing
Ways of Being
Ways of Relating and
Communicating
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Cosmology—ways of perceiving the world
Star Navigation—perceiving the night sky
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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
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Examples of Everyday Activities—Building a Kayak and Cutting Salmon
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Third Space: Mathematics, Curriculum, Pedagogy, and Culture
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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
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Counting--Numeration
Working together to Understand Yup’ik Numeration
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Developing School-Based Mathematics Activities
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Creating Numeration Activities—Drumming and Place Value
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Teacher and Students Using and Extending Lessons Learned from
Elders
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Measuring in the Context of MCC’s Summer Math Institute
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An Example from an MCC treatment class
Nonzero starting point
Students create their own units
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Yup’
ik B
orde
r Pa
tter
ns
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Making Patterns/Geometric Shapes from Uneven Material
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The Importance of the Center: Transformational Geometry
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School-based definition of a square
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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.
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Transforming a Square to a Circle
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Putting it Together—Math and Pedagogy
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Math Content from Subsistence Activities and Developing Math Curriculum in Indigenous Contexts—
Working with Elders
Subsistence Activities—Gathering Eggs and Berries, and catching,
drying, and smoking salmon
Constructing—fish racks, smokehouses, and kayaks
Navigating and locating—star navigation, search and rescue, and understanding landmarks
Patterns—Designing, creating, and putting the pieces together
Math of Everyday Activities—Estimating, Measuring, Patterns,
Geometrical shapes and relationships, and Numbers/Number
Relations
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Subsistence Activities
Berry Picking
Collecting
Filling --Volume
Units of Measure
Sorting
Re-distributing, units of measure
Storing, organizing
Designing
PatternsMeasuring
Folding
Finding the Center
Symmetry as Geometrical Proof
How different Shapes are Related—Square, Circle,
Rectangles, Rhombi
Star Navigatio
nLocating
Directions
Measuring Angles
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Cultural, Context, and Measuring: A basis for developing curriculum
Cultural context-
embedded mathemati
cs
PersonTask
Resources
Dynamic Measuring
Estimating
Body Proportion
al Measuring
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Finding Deeper Mathematical Connections Across Various
Subsistence Activities
Transformational, Bilateral
Symmetry, and center point
Geometry
Measuring Patterns
Numbers
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Pedagogy
Pedagogy of the community Connected to the pedagogy of the school
Joint Productive
Activity
Cognitive Apprenticeship
Wondering aloud
Assist OthersNovice
becoming more expert
Practice
Observational Learning
Expert-Apprentice
Demonstration
Pedagogy
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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
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DOES IT WORK?What evidence do we have?
Efficacy studiesQualitative Case Studies
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Does MCC Work? It Closes the Gap
-0.665
0.022
-0.186
0.707
-0.416
-0.151-0.118
0.309
-0.800
-0.600
-0.400
-0.200
0.000
0.200
0.400
0.600
0.800
average z-pre-test average z-post-test
stan
dard
ized
test
resu
lts
Standardized MCC Test Results for Rural/Urban by Treatment/Control
Fall 2002 - Spring 2005N is the number of classes
rural treatment N=78
urban treatment N=50
rural control N=43
urban control N=35
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HLM Impact Results – Location and Subscales
Module Subgroups Impacts Effect Size
Fall 2005Gain ScoresBerries
Rural (35 schools) 10.77% pts(p=.000)
1.05 ***
Measurement Subscale Representing Data Subscale
11.14% pts (p=.000)17.22% pts (p=.002)
1.15 ***1.07 **
Urban (15 schools) 9.80% pts(p=.006)
0.83 **
Measurement Subscale Representing Data Subscale
8.48% pts (p=.017)14.40% pts (p=.040)
0.76 *0.66 *
Spring 2006Gain ScoresEgg Island
Rural 11.39% pts(p=.005)
0.54 **
Grouping Subscale Place Value Subscale
10.96% pts (p=.010) 9.46% pts (p=.050)
0.50 *0.37 *
Urban 7.79% pts(p=.025)
0.35 *
Grouping Subscale Place Value Subscale
5.18% pts (p=.223)9.65% pts (p=.025)
0.180.37 *
*** p<.001 ** p<.01 * p<.05
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Evidence suggestive of MCC’s efficacy to improve the Math performance of AN students and other Alaskan students—
Subsequent Studies
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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
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Classroom StoriesI 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).
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Workshops will EmphasizeImportance of: Center point;
Balance; andSymmetry
Workshop 1– Making a Square from uneven materials [geometry, measuring, patterns, and numbers]
Workshop 2 –Building on the square--creating fraction sets