Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus

Abstract

This qualitative case study explored the journey of six preservice teachers about using cultural practices and activities in teaching mathematics lessons by engaging them in culturally based mathematics lessons. Specifically, this research investigated the initial perceptions and the changes to participants' initial perceptions, if any, based on their own reflections of their experiences about the use of carefully selected cultural practices and activities in teaching mathematics lessons required in the College of Micronesia-FSM teacher preparatory course MS 210/Ed. Additionally, the study examined the perception of the participants about the impact of these lessons taught using cultural practices and activities in their learning of mathematics and their perceptions on the implications of their experiences upon their future teaching practices. Guided from a constructivist view and following two of the models suggested by Averill, et al. (2009) to illustrate how the culture of learners can be integrated in teaching formal classroom mathematics, data were collected from the participants through presurvey questionnaires, journals, narrative story, post survey questionnaires, and field notes from classroom observations and informal interviews. Data gathered were analyzed and findings were organized around key themes that emerged throughout the research study. Findings of the study suggested 1) the significance of direct, hands-on experience in developing as well as effecting change in perceptions about culturally based mathematics, 2) that using culturally relevant lessons is an effective way of learning mathematics, 3) that using culture is an effective foundation for teaching, and 4) that there are challenges and difficulties in implementing culturally based mathematics in the classroom. Relevant to the above findings and its implications for teacher preparation teaching practices as well as culturally based mathematics research, this study recommends 1) further research on teacher preparation courses to providing preservice teachers more culturally based mathematics lessons, 2) study the impact on the academic achievement of preservice teachers, 3) the development of culturally based mathematics training programs for preservice and inservice teachers, and 3) the creation of a Culture Resource Center where elders will be able to contribute inputs about culture, knowledge and experience that will be preserved for all students learning.