Bringing Native American perspectives to mathematics and science teaching

American Indian students have had inadequate opportunities for success in school, particularly in mathematics and science, because of how they are typically taught. The article identifies sources of the problem, discussing education reform, assumptions about mathematics and science, culture-based va...

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Bibliographic Details
Published in:Theory into practice 1995-06, Vol.34 (3), p.174-185
Main Authors: Nelson-Barber, Sharon, Estrin, Elise Trumbull
Format: Article
Language:English
Subjects:
American Indian Culture
American Indian Education
American Indians
Children
Constructivism (Learning)
Cultural Differences
Cultural Influences
Culturally Relevant Education
Diversity (Student)
Educational Change
Educational research
Elementary Secondary Education
Ethnomathematics
Mathematical knowledge
Mathematics
Mathematics education
Mathematics Instruction
Mathematics teachers
Native Americans
Public Schools
Rugs
Science Instruction
Teachers
Teaching Methods
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Summary:American Indian students have had inadequate opportunities for success in school, particularly in mathematics and science, because of how they are typically taught. The article identifies sources of the problem, discussing education reform, assumptions about mathematics and science, culture-based variations in ways of knowing, and methods of improvement. (SM)
ISSN:0040-5841
1543-0421
DOI:10.1080/00405849509543677