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
2015-12
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
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
Keywords
Citation
Extent
Format
Geographic Location
Time Period
Related To
Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education, Interdisciplinary
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.