Native American-based Mathematics Materials for Integration Into Undergraduate Courses
A review of the literature indicated that there was little, if any, American Indian culturally-based materials available for use in undergraduate mathematics courses. All of our materials directly respond to this deficiency in serving this underrepresented group.
1. Developing and enhancing materials (both print and technology-augmented lessons) based in American Indian traditions and mathematics at CSUF, Turtle Mountain Community College, and other sites. Enhancements to each of the basic lessons include both a PowerPoint overview for both the instructor and students, as well as a Teacherﾒs Guide/Solution Key to facilitate and ease instructional use.
2. Fostering faculty expertise in the materialsﾒ mathematics and cultural bases through classroom-ready lessons and established, previously utilized instructor-training models,
3. Assessing the materialsﾒ effects on student and instructor attitudes and dispositions toward mathematics and diversity in learning, and
4. Making these materials available for wider dissemination to other universities, and Tribal and community colleges--especially those serving this underrepresented student population, American Indian undergraduates. The website has become an efficacious vehicle for this dissemination (https://mathfaculty.fullerton.edu/cfunkhouser).
1. Prototype materials developed during Phase 1 were reviewed, revised, and enhanced by technology-based and other methods; additional lessons also were developed by the CSUF/TMCC cohort for a total of seventeen lessons.
2. Enhanced and new materials were piloted, revised and utilized at CSUF and TMCC, and other sites.
3. Data were collected by the Project Evaluator on materials' efficacy and effects on student and faculty affect.
1. The further development and enhancement of materials, both print and instructional technology-augmented lessons, based in Native traditions, mathematics and other intellectual fields has been the primary accomplishment of this Project. The deliverables are the seventeen fully developed culturally-based lessons and their supplementary materials.
2. Participants are continuing and extending the integration of these materials into a variety of existing courses at the CSUF, TMCC, SCC and other sites.
3. The PI and CoPIs continue to foster faculty expertise in the materialsﾒ mathematics, methods and cultural bases.
4. The assessing of the materialsﾒ effects on student attitude and dispositions toward mathematics continues to generate evaluation data.
5. We continue to test and make these materials available for wider dissemination to other universities, and Tribal and community colleges--especially those serving this underrepresented student population, American Indian undergraduates.
1. Broader Impacts of the Project:
Our principal disciplinary STEM field is mathematics, specifically, ethnomathematics, the interaction of culture and mathematics. While mathematics has been our primary focus, instructors in other disciplines, both STEM and non-STEM, have taken up our theoretical framework for innovative work in their discipline.
2. Persons impacted by the Project:
While the primary focus of our Project's efforts was focused on mathematics for Native American undergraduates through our culturally-based lessons, other students and instructors, both Native and non-Native have been involved in our dissemination and research. This has been accomplished at their school sites, at varied mathematics research meetings, and via our website.
This course-dependent Projectﾒs initial challenge was receipt of the award after the start of Fall semester. This sequencing was used to get all personnel 'online' with the SRO at CSUF and partner institutionﾗand is inherent in the nature of the award approval process.
Please see Research tab at Project website: https://mathfaculty.fullerton.edu/cfunkhouser