Native American Pedagogy and Cognitive-Based Mathematics Instruction

Hankes, Judith E.

doi:10.4324/9781315790527

Cited by 2 publications

(1 citation statement)

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“…School problems such as low enrollment and graduation rates, large percentage of absenteeism, suspension and expulsion, low achievement scores on math, science, and reading, and the high drop out rates are commonly associated with American Indian students' education 4 . Several researchers have addressed the ways to improve the education of American Indian such as implementing culturally relevant curriculum 3 , applying Native American pedagogy 5 , and training teachers to meet the particular needs of American Indian students 1 . In addition to these, it has been addressed that parental involvement is a necessary factor for American Indian students' achievement 4 .…”

Section: Introductionmentioning

confidence: 99%

Bridge Design On The Reservation: A Study Of Curriculum Implementation With American Indian Youth

Guzey

Moore

Roehrig

2009 Annual Conference &Amp; Exposition Proceedings

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Section: Introductionmentioning

confidence: 99%

Bridge Design On The Reservation: A Study Of Curriculum Implementation With American Indian Youth

Guzey

Moore

Roehrig

2009 Annual Conference &Amp; Exposition Proceedings

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Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

Akiba

Chiu

Zhuang

et al. 2008

EPAA

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Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.

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Native American Pedagogy and Cognitive-Based Mathematics Instruction

Cited by 2 publications

References 0 publications

Bridge Design On The Reservation: A Study Of Curriculum Implementation With American Indian Youth

Bridge Design On The Reservation: A Study Of Curriculum Implementation With American Indian Youth

Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

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