Math in a Cultural Context: Two Case Studies of a Successful Culturally Based Math Project

Autor/inn/en	Lipka, Jerry; Hogan, Maureen P.; Webster, Joan Parker; Yanez, Evelyn; Adams, Barbara; Clark, Stacy; Lacy, Doreen
Titel	Math in a Cultural Context: Two Case Studies of a Successful Culturally Based Math Project
Quelle	In: Anthropology & Education Quarterly, 36 (2005) 4, S.367-385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1525/aeq.2005.36.4.367
Schlagwörter	Cultural Context; Case Studies; Ethnography; Culturally Relevant Education; Educational Anthropology; Beginning Teachers; Instructional Effectiveness; Teaching Methods; Inquiry; Mathematics Curriculum; Alaska Natives; Elementary School Teachers; Grade 6 + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ethnografie; Pädagogische Anthropologie; Junior teacher; Junglehrer; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Inuit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Math in a Cultural Context (MCC) was developed from ethnographic work with Yup'ik elders and teachers. The need for culturally based curricula seems obvious to those in the field of educational anthropology, but not necessarily to policymakers. Two case studies of novice teachers, one cultural "insider" and one "outsider," illustrate how each effectively taught MCC. The insider transformed her teaching by allowing student ownership through inquiry and cultural connections. The outsider deepened her mathematics content knowledge and found a perfect pedagogical fit through MCC. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10