Native American-based Mathematics Materials for Integration Into Undergraduate Courses C. P. Funkhouser (PI)1, S. A. Annin (Co-PI)1, & M. Pfahl (Co-PI)2 1Department of Mathematics, California State University, Fullerton, CA 92431 2Department of Mathematics, Turtle Mountain Community College, Belcourt, ND 58316 INTRODUCTION PROCEDURES EVALUATION The purpose of this project is to further develop mathematics for integration into selected undergraduate courses at California State University Fullerton (CSUF) and Turtle Mountain Community College which are based in the mathematical traditions of Native American peoples as initiated in our Type 1 Project. The following topics from Native American mathematics will be integrated into undergraduate mathematics course materials: Number theory Numeration systems Topology Measurement Probability and chance Geometry Materials developed and enhanced by Funkhouser and Annin, and Pfahl at CSUFand TMCC, respectively. Instrumentation developed to assess student and instructor attitudes. Native American traditional mathematics and intellectual traditions will be highlighted. Enhanced materials development at CSUF headed by Funkhouser in consultation with other Program participants. Training of instructors in materials (minimal due to construction and nature of materials). Piloting of enhanced Type 1 and newer materials at CSUF and TMCC. Initial evaluation of prototypes, structured interviews with instructors and assessment of student and instructor attitudes. Compilation and analysis of data from initial materials and assessments. Refinement and finalization of course materials and attitude instruments. Formal testing of Native American-based materials at CSUF and TMCC. Final administration of student and instructor assessments. Final evaluation and revision of materials. Begin dissemination efforts at regional and national mathematics education meetings and conferences, and at other universities and Tribal colleges.. Dissemination via publication in state and national professional journals and other media. Initially formative in nature, then summative Pre- and post-Project student and instructor attitude surveys Surveys further informed by targeted student focus groups SPSS and NUDIST reduction and evaluation of data by outside evaluator (Dr. A. Duane Porter) Summative report at conclusion of Project using pre- and post-administrative data, interviews and focus groups Summative report will be responsive to findings throughout the Project GOALS AND OBJECTIVES DISSEMINATION PLAN Materials for use in undergraduate courses will be further developed and enhanced, especially using technology-based methods. These materials will be further tested at California State University Fullerton, Turtle Mountain Community College and other universities and Tribal colleges.. Additional lessons and materials will be developed by authors at CSUF and TMCC.. Native American and other students will have exposure to traditional mathematics, and the culture and methods of Native peoples in their undergraduate curriculum. University and Tribal college instructors will have an opportunity to integrate traditional methods and culture into the courses they teach. Onsite research seminars such as the Mathematics Education Research Seminar (MERS) at CSUF Updates at Departmental meetings at CSUF and TMCC Regional, state and national meetings and conferences such as NCTM, MAA/AMS, CMC, MIEA and QEM. Sessions at the summer UW Rocky Mountain Mathematics Consortium Websites, CD-ROMs, MP3 podcasts/downloads, smart phone apps, other media, and written materials will be made available REFERENCES LESSON SAMPLE CULTURAL TOPICS COURSE MATERIALS Funkhouser, C. P. Porter, A. D. & Hirstein, J., “Indian Mathematics: An Ethnomathematical Review,” ERIC Clearinghouse for Science, Mathematics and Environmental Education (August, 2000), ERIC No. ED 438 170. Funkhouser, C. P. & Edwards, H. (2003). “Integrating the Mathematics of North American First Peoples Into the Undergraduate Curriculum,” Proceedings of the American Mathematics Society Joint Meeting, Vol. 24, No. 1, Issue 131, Baltimore, MD, (January, 2003). Funkhouser, C. P., & Pfahl, M. (2004). “Native American-based Materials for Integration Into Undergraduate Mathematics Courses”, NSF DUE-EMD Type 1 Grant #0341346. Funkhouser, C. P. & Pfahl, M (2011). “Native American-based Mathematics Materials for Integration Into Undergraduate Courses”, NSF DUE Type 2 Grant #1122823. 5. National Council of Teachers of Mathematics (2001). Teaching children mathematics (Focus issue: Mathematics and culture), 7 (6). Reston, VA: NCTM. Written or technology-based materials will be developed further for the following undergraduate mathematics courses: MATH 303 Fundamental Concepts in Elementary Mathematics MATH 335 Mathematical Probability MATH 380 History of Mathematics MATH 402 Logic and Geometry for the Secondary Teacher MATH 417 Foundations of Geometry Medicine Wheel The Thunderbird Native Shelters Each of these Native American cultural topics is related to some content element in an undergraduate mathematics course; for example, the Thunderbird related to Transformational Geometry. This work is supported by NSF DUE TUES Grant #1122823.