1. 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
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 #
Funkhouser, C. P. & Pfahl, M (2011). “Native American-based Mathematics Materials for Integration Into Undergraduate Courses”, NSF DUE Type 2 Grant #
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 #