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A Study of Culturally-Based Mathematics Lessons in American Samoa and Their Influences on Self, Teachers and Evolving Perspectives of Ethnomathematics as a Field
|2015-12-phd-tauiliili r.pdf||Version for non-UH users. Copying/Printing is not permitted||19.14 MB||Adobe PDF||View/Open|
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|Title:||A Study of Culturally-Based Mathematics Lessons in American Samoa and Their Influences on Self, Teachers and Evolving Perspectives of Ethnomathematics as a Field|
|Date Issued:||Dec 2015|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2015]|
|Abstract:||The purpose of this study was to describe what was learned from culturally-based mathematics lessons in American Samoa and its impacts on the researcher and his students, inservice teachers. Secondly it aimed to describe my developing views of ethnomathematics as a field. A narrative research design was used to describe and analyze personal reflections on lessons that spanned three summers. After participating in the culturally-based mathematics lesson experiences, inservice teachers and I learned of the need for cultural sensitivity when dealing with westernizing cultural mathematics, the power of doing mathematics in cultural practices, the importance of elders in teaching culturally-based lessons, and the uncovering of connections between culture and mathematics and culture and the Science Technology Engineering and Mathematics (STEM) movement in education. To further elaborate on my developing view of ethnomathematics as a field I learned the importance of understanding ethnomathematical ideas through authentic cultural experiences, the importance of nonstandard measurements in cultural practices, and the increasing need to use culturally-based lessons to recapture our past.|
|Description:||Ph.D. University of Hawaii at Manoa 2015.|
Includes bibliographical references.
|Appears in Collections:||
Ph.D. - Education|
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