Math and Culture (1998)

Page Contents

A      B      C      D      E      F      G      H      K      L      M      N      O      P      R      S      T      V      W      X      Z

A

A remote African Village, lacking measuring devices, is the scene of a teaching project investigating measurement. (MP) Reprint: UMI ED209022

Alford, B. (1997). Motivation for Success in Advanced Math Classes: The Leadership Role of Teachers and Administrators. NASSP Bulletin v81 n586 p64-71 Feb 1997. A Texas high school undertook measures to ensure that more students participate with increased confidence and success in advanced in advanced math classes. The challenge was to provide support so students remained in advanced classesan effort requiring considerable counselor, teacher, and administrator teamwork and encouragement. The process was aided by multilevel faculty teams, a summer math academy, a power-path strategy, and success celebrations. (23 references) (MLH) Report/ISSN: ISSN-0192-6365 EJ539071

Allen, S. (1993). The World according to Gene Rodenberry. Canada; British Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A teacher of reading across the curriculum uses stories, many based on the television show "Star Trek" or its derivatives "Star Trek: The Next Generation" (STNG) and "Deep Space 9," to illustrate educational theories and practices. The teacher began a discussion of the nature of language, meaning and the significance of literacy by discussing an episode of STNG entitled "Darmok" in which an alien race spoke only in metaphor. Humor is present in many episodes of "Star Trek," as well as concepts like the power of fear. Cultural differences are explored in a number of episodes of STNG. The teacher uses "Star Trek" as an introduction to a lesson and as an impetus for story writing. One of the most enduring qualities of the three series is their focus on problem solving, which can serve as demonstrations for students. The series are also used for teaching the technique of role playing. Episodes of STNG and of "Deep Space 9" can be used to teach content areas such as English, mathematics, history, physics, chemistry, and biology: "Clues" involves an examination of space and time; "Drumhead" involves a Joe McCarthy-like investigator; "Cause and Effect" involves a time loop; "Time's Arrow," involving backward time travel and Mark Twain; "Emissary" deals with guilt, responsibility, and explaining the nature of time to an immortal race; and "The Forsaken" which involves a "shape-shifting" character. "Star Trek" helps teachers and students to think about politics, prejudice, feminism, leadership, addictions, loyalty from a different perspective. (RS) ED358491

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1976). Bilingual-Bicultural Curriculum for Mathematics: Grade 2.

1978). Bilingual Bicultural Curriculum for Mathematics: Grade Three.

Barth, P., & Mitchell, R. (1992). Smart Start: Elementary Education for the 21st Century. District of Columbia Not available from EDRS. Document Not Available from EDRS. North American Press, 350 Indiana Street, Golden, CO 80401-5093 (hardcover, $21.95; paper, $14.95; add $3 for shipping). Report/ISSN: ISBN-1-55591-909-X. Based on principles of the Council for Basic Education, this book outlines a curriculum and pedagogy for an elementary school which would prepare children for national fourth grade examinations. The book is divided into six sections. The first section examines the background of elementary school students in the 1990s and presents ways for schools to deal with the consequences of students' backgrounds. The second section expounds four important principles upon which the curriculum is based and explains why these principles are fundamental. The third section presents the curriculum contents for the following subjects: literature; mathematics; science; history and geography; the arts; and foreign languages. In the fourth section, eight conditions that must be met if all students in all elementary schools are to master the curriculum are discussed. The fifth section describes a classroom in which the recommended curriculum is used, and provides a commentary to explain how classroom activities translate the principles and the curriculum. Recommendations for action for administrators, parents, teachers, and legislators are listed in the fifth section. (MM) ED355000

Berk, & Ellyn, E. (1992). A Framework for Multicultural Arts Education. Volume Three. New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Art Education Research Center, New York University, School of Education, Health, Nursing, and Arts Professions, 26 Washington Place, Room 21, New York, NY 10003. Third in a three volume set, this book is concerned primarily with assisting teachers in broadening their cultural and ethnic horizons through providing an interdisciplinary curriculum guide, statement of purpose, and lesson plans. Five units, each comprised of two to four lesson plans, are designed to require in-depth cooperation among several content areas, providing students with comprehensive study of the unit focus: (1) American quilts; (2) "Inhabitants of Outer Space"; (3) "Art Forms of Indigenous Americans"; (4) "Patterns in Nature"; and (5) "The Americas and the World." Other chapters include: an "Introduction" and "Multicultural Arts Education within American Society," which explain position, rationale, and objectives for this curriculum; "Planning for Implementation of Multicultural Arts Education," presenting strategic planning with sample surveys, and organizational and curricular concerns; and "Developing Multicultural Interdisciplinary Instructional Units," a framework for developing this type of curriculum. An appendix furnishes additional sample surveys and a chart of "Levels of Integration of Multicultural Content." (DQE) ED400221

Bishop, A. J. (1979). Visualising and Mathematics in a Pre-Technological Culture. Educational Studies in Mathematics v10 n2 p135-46 May 1979. Data are described from research in Papua New Guinea concerned with the visual and spatial aspects of mathematics with the intent of drawing conclusions for the learning and teaching of mathematics in other cultures. (MP) EJ206964

Boaler, J. (1993). Encouraging the Transfer of "School" Mathematics to the "Real World" through the Integration of Process and Content, Context and Culture. Educational Studies in Mathematics v25 n4 p341-73 Dec 1993. Considered transfer of students' (n=100) mathematical understanding across different task contexts in an integrated process-content approach using open-ended activities and a typical English content-based approach. The integrated approach facilitated transfer. (Contains 26 references.) (MKR/Author) UMI Report/ISSN: ISSN-0013-1954 EJ487123

Bockarie, A. (1993). Mathematics in the Mende Culture: Its General Implication for Mathematics Teaching. School Science and Mathematics v93 n4 p208-11 Apr 1993. Mathematics that exists in the Mende culture, an African tribe in Sierra Leone, includes counting, computation, ratios, fractions, forecasting games, and mathematical applications. Presents The Mende representations of these concepts and discusses implications of their integration into mathematics teaching. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ471684

Britton, J., & Others, A. (1983). Medicine Wheels: The Art and Culture of the Plains Indian. An Interdisciplinary Unit for Seventh-Grade Students Involving Art, Social Studies, and Mathematics. Washington Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The interdisciplinary unit for seventh grade students, involving art, social studies, and mathematics, focuses on a study of the forms, symbols, designs, and colors of the traditional art form of the Plains Indians, the Medicine Wheel. Objectives of the unit are for students to gain an understanding of the culture of the Plains Indians; to develop skills in using compasses, protractors, and rulers in geometric construction; and to create "personal Medicine Wheel" designs that incorporate ideas resulting from social studies discussions. Background information, materials required, procedures, and activities to accomplish the objectives are detailed. Selected passages from "Seven Arrows," by Hyemeyohsts Storm, a Northern Cheyenne, and ten pages of appended transparency masters (from Leroy Appleton's "American Indian Design and Decoration") showing examples of medicine wheels and design details are the principal resources for the unit. Suggested activities include discussing reading passages, writing essays, creating Medicine Wheel designs by using mathematical concepts and tools and telling stories about completed Medicine Wheel shields. (NEC) ED245849

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"Culturally Relevant Teaching.". Theory into Practice v34 n3 p174-85 Sum 1995. American Indian students have had inadequate opportunities for success in school, particularly in mathematics and science, because of how they are typically taught. The article identifies sources of the problem, discussing education reform, assumptions about mathematics and science, culture-based variations in ways of knowing, and methods of improvement. (SM) UMI Report/ISSN: ISSN-0040-5841 EJ520879

Case, J. H. (Dec 69). Annotated Bibliography on Science and Mathematics Education in Sub-Saharan Africa. This bibliography is intended to provide a source of information on what has been written on science and mathematics education in Africa until August 1967. The works included range from the level of the post-graduate thesis to articles in local teaching journals covering a range of topics from sophisticated research to teachers talking among themselves about their problems. Material selection for the bibliography is restricted to African countries in which English is the medium of instruction. The bibliography has two major divisions, science and mathematics, and each has been further divided by geographical area. Appendices 104 include author and subject indices, a key to the libraries and institutions in which the materials may be found, and a list of the bibliographies, catalogs, and libraries searched in compiling this publication. Some pages are marginal in legibility. (PR) Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. ED052949

Castellanos, G. G. (1980). Mathematics and the Spanish-Speaking Student. Arithmetic Teacher v28 n3 p16 Nov 1980. Three differences between the mathematics training of students from Spanish-speaking countries and that typical for pupils in the United States are discussed. (MP) Reprint: UMI EJ237350

Chevallard, Y. (1990). On Mathematics Education and Culture: Critical Afterthoughts. Educational Studies in Mathematics v21 n1 p3-27 Feb 1990. Reviewed is a book, "Mathematics Education and Culture," which was a special issue of this journal in 1988. Questioned are some of the current tenets about the meaning and significance of the concept "culture" for a theory of mathematics education. Calls for an open scientific debate, unfettered by moral and ideological prejudices and fashionable notions. (Author/YP) UMI EJ410929

Clemens, H., & Others, A. (1995). Ndahoo'aah: Relearning and New Learning. Winds of Change v10 n4 p60-63 Aut 1995. A summer program at Monument Valley High School (Utah) combines teaching by elders of Navajo craft and design with computer programming and geometry. The program encourages students to learn traditions of their culture and how new technologies relate to these customs. Students use LOGO, an educational graphics software to design patterns for rug weaving, basket making, and beadwork. (LP) Report/ISSN: ISSN-0888-8612 EJ518730

Connell, M. L. (1995). Technology and the Elementary Mathematics Methods Course: An Effort to Build a Technology Enhanced Mathematical Community. Journal of Technology and Teacher Education v3 n2-3 p251-66 1995. Presents two mathematical cultures: (1) that of the mathematician and mathematics educator; and (2) that of the classroom teacher, and examines the underlying philosophical differences. Implications for preservice teacher education are discussed and a study is described that investigated the use of technology in an elementary mathematics methods course. (LRW) Report/ISSN: ISSN-1059-7069 EJ520198

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D'Ambrosio, U. (1990). The History of Mathematics and Ethnomathematics. How a Native Culture Intervenes in the Process of Learning Science. Impact of Science on Society v40 n4 p369-78 1990. Ethnomathematics is a program that looks into the generation, transmission, institutionalization, and diffusion of knowledge with emphasis on the sociocultural environment. By drawing on the cultural experiences and practices of individuals and of communities, ethnomathematics allows for an easier flow of scientific ideas with children, reducing the effects of cultural blocks. (Author) Report/ISSN: ISSN-0019-2872 EJ434943

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Ediger, M. (1982). Old Order Amish Pupils, Culture, and Mathematics Achievement. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Following a brief discussion of some characteristics of the Amish culture and schools, data from the Iowa Test of Basic Skills are reported for 23 pupils in grades 3, 4, 6, 7, and 8 in Pleasant Hill School near Bloomfield, Iowa. Thirteen pupils scored at or above the fifteenth percentile in mathematics concepts; 17 were at or above that level in problem solving; and all 23 were above the fifteenth percentile in computation. For the composite score, 19 pupils scored at or above the fifteenth percentile. (MNS) ED226971

Eisner, E. W. (1997). Cognition and Representation: A Way To Pursue the American Dream? Phi Delta Kappan v78 n5 p348-53 Jan 1997. Our minds are shaped by youthful learning opportunities. Different forms of cultural representation (art, poetry, or mathematics) influence the processes and products of thinking, develop different cognitive skills, influence perceptions, can be combined to provide enriching experiences, and call on different skills and forms of thinking. Implications for schooling's process, content, equity, and culture are discussed. (MLH) Report/ISSN: ISSN-0031-7217 EJ537564

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Finnegan, D. E., & Gamson, Z. Z. F. (1996). Disciplinary Adaptations to Research Culture in Comprehensive Institutions. Review of Higher Education v19 n2 p141-77 Win 1996. A study investigated the development of a culture supporting scholarship in four comprehensive institutions: a merger university, a technical university, a regional state university, and a parochial college. The strategies of each institution and the disciplinary differences reflected in the cultures of the English and mathematics departments are considered. Implications for institutional policy are explored briefly. (MSE) UMI Report/ISSN: ISSN-0162-5748 EJ518275

Forbes, J. E. (1972). The Last Word(s). Culture and Education 4 3 17-19. Brief comments on the following four problems: (1) Is it really much harder to teach mathematics to disadvantaged kids? (2) Has modern mathematics" had a positive or negative effect on students other than those college-capable? (3) Effect of the mathematics laboratory movement in regard to teaching children (4) Characteristics evidenced by mathematics teachers. (RJ) EJ063537

Fowler, D. (1996). Wari Construction Set Integrating Technology with Multicultural Mathematics. Journal of Computers in Mathematics and Science Teaching v15 n3 p237-48 1996. Describes a Hypercard stack for playing one of many versions of the African game wari. Students can design their own variations of the game by determining the initial number of pieces and the number of pieces required for a capture. A list of activities related to the program and some recommendations about the integration of technology into multicultural mathematics are included. (DDR) Report/ISSN: ISSN-0731-9258 EJ534823

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Garaway, G. B. (1994). Language, Culture, and Attitude in Mathematics and Science Learning: A Review of the Literature. Journal of Research and Development in Education v27 n2 p102-11 Win 1994. Reviews literature on the impact of language, culture, and attitude on mathematics and science learning, surveying current pedagogical approaches aimed at promoting and supporting academic competence. Includes discussions of knowledge structures, graphics, strategies, writing as a learning tool, an integrated curriculum, and community involvement in the educational process. (SM) UMI Report/ISSN: ISSN-0022-426X EJ488773

Geary, D. C. (1995). Reflections of Evolution and Culture in Children's Cognition: Implications for Mathematical Development and Instruction. American Psychologist v50 n1 p24-27 Jan 1995. An evolution-based framework for understanding biological and cultural influences on children's cognitive and academic development is presented. The framework, which defines biologically primary and secondary classes of cognitive ability, is a foundation for examining current approaches to reform and mathematics instruction in the United States. (SLD) UMI Report/ISSN: ISSN-0003-066X EJ502444

Gerdes, P. (1988). On Culture, Geometrical Thinking and Mathematics Education. Educational Studies in Mathematics v19 n2 p137-62 May 1988. Confronts a widespread prejudice about mathematical knowledge, that mathematics is "culture-free," by demonstrating alternative constructions of Euclidean geometrical ideas developed from the culture of Mozambique. As well as establishing the educational power of these constructions, the article illustrates the methodology of "culture conscientialization" in the context of teacher training. (Author/PK) EJ376825

Ginsburg, H. (1978). Poor Children, African Mathematics, and the Problem of Schooling. Educational Research Quarterly 2 4 26-44. Children of 5 to 6 years of age in two West African tribes (one agricultural, one commercial), are shown to understand the quantitative concepts of more and less. The implications of this for American elementary education are discussed: certain basic cognitive abilities are present in all people, regardless of culture. (Author/CTM) Reprint Available (See p. vii): UMI EJ180559

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Hadfield, O. D., & Others, A. (1990). Mathematics Anxiety in the Navajo Reservation School. New Mexico Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Of the many factors that have been proposed as a rationale for poor mathematics conceptualization by American Indians, cultural factors remain the most popular when explanations are submitted. Additionally, the accepted fault for poor achievement is focused upon mathematics anxiety. A study of American Indian school mathematics achievement and mathematics anxiety was conducted at a middle school on the Navajo Indian Reservation in northern New Mexico/Arizona with a total sample of 353 students. The relationships of both achievement and anxiety to certain cognitive style predictor variables was also investigated through the use of the Comprehensive Test of Basic Skills Mathematics Subtest (CTBS, 1982), the Mathematics Anxiety Rating Scale for Adolescents (MARS-A), and the Learning Style Profile as designed by the National Association of Secondary School Principals Learning Style Task Force (NASSP-LSP). Results indicated that mathematics achievement was near the national norm in computational skills, but significantly lower in application skills. Also, mathematics anxiety was found to be excessively high for the entire sample population. Discussion focused upon the possibility that language deficiencies were the underlying cause for the discrepancies between computational and application skills. (29 references) (JJK) ED334083

Hammerman, J. K. (1995). Creating a Culture of Intellectual Inquiry in Teacher Inquiry Groups. Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: ESI-9254479. Creating communities of discourse among teachers that tread the "delicate middle ground" of theory linked to actual classroom practice can serve the purpose of promoting teachers' ongoing professional development. Yet both teachers and teacher educators are navigating relatively uncharted territory in attempting to develop such communities. This paper examines some of the features of such a community of discourse, the dilemmas faced in creating and maintaining it, and poses some questions for further investigation. (Author) ED389617

Hawkin, W. (1991). Enterprise Culture in a Church Primary School. Mathematics in School v20 n3 p6-8 May 1991. A class project to design a robe for the pastor of Church of England primary school was undertaken to give children a first-hand problem-solving experience and increase their involvement in the church activities. Much mathematics and communication was required to complete this cooperative learning task. (MDH) UMI Report/ISSN: ISSN-0305-7259 EJ445009

Hirschhorn, D. B. (1990). Culture, Literacy, and Secondary Mathematics Education. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. This paper discusses the role of the culture in secondary mathematics education. A historical and philosophical look at the relationship between the real world and mathematics and mathematics education is developed. The U.S. secondary mathematics curriculum is explored both historically and philosophically to try to ascertain its changing attitudes toward applications and the culture over time. Two University of Chicago School Mathematics Project (UCSMP) texts, "Transition Mathematics" and "UCSMP Algebra" were compared with other commercial textbooks to determine the number and type of cultural contexts. The four commercial textbooks studied were: "Heath Pre-Algebra"; Merrill's "Mathematics 7"; Dolciani's "Algebra 1"; and Saxon's "Algebra 1." Among the findings, the study concluded that UCSMP materials have about three times as many cultural contexts than the four commercial texts. UCSMP materials also had many more contexts in the non-traditional applications of mathematics such as demographics, business, politics, law, technology, etc. The appendices, which constitute over half of the document, provide lists of the cultural contexts found in each of the six textbooks analyzed. The bibliography contains 50 sources. (KR) ED326448

Hollister, B. C. (1995). Social Math in the History Classroom. Social Education v59 n1 p14-16 Jan 1995. Maintains that during the 1970s educators attempted to integrate mathematics instruction into the social studies curriculum but generally were unsuccessful. Contends that spreadsheets provide new opportunities to make the natural connections between mathematics and the social studies, particularly history. (CFR) UMI Report/ISSN: ISSN-0037-7724 EJ500272

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Leap, W. L., & Others, A. (1982). Dimensions of Math Avoidance among American Indian Elementary School Students. Final Report. District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Grant No.: NIE-G-79-0086. Using a cross-cultural perspective, researchers studied the "math avoidance syndrome," which has reached crisis proportions among American Indians, at two elementary schools on Utah's Northern Ute Reservation and Wisconsin's Oneida Indian Reservation in 1980. Researchers gathered data by observing math instruction at the schools and by interviewing parents, teachers, tribal officials, and a group of students from third and fourth grade classrooms. They also discussed with tribal elders each tribe's style of computation and problem solving. Results showed that, contrary to widely held beliefs, neither degree of traditionality nor sex of student served as an accurate predictor of student math attainment or interest in math. Perceived conflicts between school and home regarding function and purpose of education, social organization of math lessons, incompatibility of classroom management styles, student-preferred patterns of self-dependence, familiarity with the tribe's traditional enumeration system, and other factors were found to be more significant variables. What emerged from the study was not a listing of causes for Indian student math avoidance, but a configuration of behavioral and attitudinal dimensions, each working with the other, that encourage or inhibit math learning. Implications for future research and for classroom policy are given. (Author/SB) ED244748

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Macron, M. (1992). Arab Contributions to Civilization. ADC Issues 6. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ADC Publications, 4201 Connecticut Ave., N.W., Suite 500, Washington, DC 20008 ($1, prepaid). Report/ISSN: ISSN-8755-903X. This booklet, designed to provide educational materials on Arab history and culture, describes the contributions of Islamic civilization to western civilization. To be Arab, like American, was and is a cultural trait rather than a racial mark. To be Arab meant to be from the Arabic speaking world of common traditions, customs, and values shaped by a single and unifying language. The Arab civilization brought together Muslims, Christians, and Jews. It unified Arabians, Africans, Berbers, Egyptians, and many other peoples. The tensions of this mixing and meeting of peoples produced a vibrant and dynamic new civilization. The years between the seventh and thirteenth centuries mark a period in history when culture and learning flourished in the Islamic empire from Spain and North Africa, through Southern Europe, to India in the east. The Arab world enhanced and developed the arts and sciences and preserved the libraries of the early centuries of the Greek, Roman, and Byzantine cultures while Europe was in the depths of the Dark Ages. From this period of Arab influence, new words such as orange, sugar, coffee, sofa, satin, and algebra filtered into the languages of Europe. New discoveries were made in the sciences and arts that improved life and living conditions. Thousands of Arab contributions have become an integral part of human civilization. The development of the zero and algebra changed mathematics forever. Knowledge of contagion in the study of disease was a major breakthrough in medicine. The intense trade and resulting wealth of the period led to developments in architecture, navigation, and geography. (DK) ED361273

Madell, R. L., & Becker, J. J. P. (1979). Chinese Primary Mathematics Education: A Report of a Study Visit to the People's Republic of China. Arithmetic Teacher v27 n1 p38-44 Sep 1979. This report is an account of a visit to the People's Republic of China by a delegation of American Mathematics educators. (MP) Reprint: UMI EJ207069

Marrero-Ribot, M., Others, A., Spanish, t. b.-b. m. c. g. f. s. g. i. o. o. a. s. f. p.-s. t. f. g. T. o. f. i. o. P. R. h. a., culture, p. d. o. s. w. t. c. o. t. e. a. s. i. o. t. c. A. s. a. i. u. T. g. c. e., units, r. t. t. i. t. o. s. g. g. m., (numeration), m. s., (addition), m. f., (subtraction), m. h., (multiplication/division), m. c., (fractions), t. t. a., money), c., (measurement), a. g. A. s. a. p. i. e. u. t. i. t. g. u. a. r. t. t. s. d. b. t. p. i. a. s. l., triangle, r. a. c. i. a. s. a. d. i. f. a. r. K. v. w. a. l. w. e., skill, a. a. a. t. m. s. t. l. t. s. T. i. p. c. b. c. f. i. u. M. o. t. m. i. g. i. S. a. E., Program, H.-N. H. C. E., Center, W., Ave., Hamden, C. C., Multicultural, K. E. S. M. G. M. M. M. E. P. R. C. S. C. G. A. B. E. E. E. H. A. I. M. L. A., State, K. B. M. P. R. H. G. S., Center, C. S. A. C. S. D. o., Education, H. C. S. M. C. s., Program, N. H. o., 105, , Report, ED207809, F., & Solomon, C. J. (1977

Marshall, G. (1994). Cautionary Verses: Prospects and Problems in Achieving the Aims of the Computer Revolution. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The media has criticized the American education system for being slow to implement technology in schools. To remedy that perception, the federal government and private corporations have planned additional funding for technology. This paper reflects on previous attempts to change, such as "New Math" or the "Follow Through" post-Head Start program, which fell short because of an absence of vision, inconsistency with school culture, lack or misdirection of resources, or lack of planning. Today's would-be innovators must guard against similar failures. (Contains 13 references.) (BEW) ED395577

Martin, K. M. (1995). The Foundational Values of Cultural Learning: The Ahkwesahsne Science and Math Pilot Project. Winds of Change v10 n4 p50-55 Aut 1995. The Ahkwesahsne Science and Math Pilot Project was developed in 1990 for seventh- and eighth-grade students in the Ahkwesahsne Mohawk community in Canada and New York. The project integrates traditional Western science with a curriculum based on principles of Iroquoian culture outlined in the Great Law of Peace, Iroquoian Creation Story, and Thanksgiving Address. (LP) Report/ISSN: ISSN-0888-8612 EJ518729

McDiarmid, G. W., Kleinfeld, & Judith, E. (1992). Kathy: A Case of Innovative Mathematics Teaching in a Multicultural Classroom. Teaching Cases in Cross-Cultural Education Series, No. 9. Alaska Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: ISBN-1-877962-24-4. Teaching cases have been utilized in professional training and can offer dramatic accounts of problems teachers may confront in the classroom. This case study examines a fact-based story of a third-grade teacher's confrontation with the mother of an African-American child who disagrees with the innovative approach utilized in her child's mathematics classroom. The booklet is designed for use in the preparation of elementary school teachers and presented in seven sections. The bulk of the document is the presentation of the case: a description of the conflict between the teacher and the mother, a description of the teaching methods utilized in the student's third-grade classroom, and an account of the parent conference in which the confrontation arose. The sixth section provides background and context information on Kathy, the teacher; the multicultural makeup of the classroom; Kathy's preservice preparation for teaching mathematics; a description of the school and school community; Kathy's efforts to find an effective mathematics teaching model; and Kathy's decision to adapt a teaching method based on research and writings that envision mathematics as a sense-making process. The last part of the document raises questions that form a framework from which to discuss the issues involved in the case study. Additional reading suggestions are included. (Contains six references.) (MDH) ED355093

Moore, C. G. (1982). The Navajo Culture and the Learning of Mathematics. Final Report. Arizona Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Grant No.: NIE-G-80-0100. Efforts have been underway since 1973 to determine if there are elements of Navajo culture that potentially impact upon a Navajo student's attainment of mathematics concepts. Extensive reading and discussion with Navajo students and educational leaders on the Navajo reservation show that basic concepts and objectives of Navajo philosophy (a quest for unity, harmony, order, and beauty) appear to be entirely consistent with views of the greatest contributors to the development of mathematics. However, there are no words for "multiply" and "divide" in Navajo, and no agreed upon word for "if," and difficulties arise when Navajo students handle situations calling for use of those functions or syllogistic reasoning. While Anglo folklore has many references to numbers (e.g., the three little pigs), Navajo folklore is more personal. Sentence word order (nouns in particular), the role of imaging in problem solving, clan characteristics, and cultural views of geometry pose additional hazards. Navajo culture has traditionally been transmitted orally, and it is possible that the students' facility for memorization has not been fully appreciated. The teacher should have visual classroom models of certain basic mathematical entities, and should make every effort to close the gap between the hypothesis form of teaching and the real world of the Navajo. (BRR) ED214708

Moore, C. G. (1988). The Implication of String Figures for American Indian Mathematics Education. Journal of American Indian Education v28 n1 p16-26 Oct 1988. Suggests that the invention and construction of traditional American Indian string figures possess elements associated with mathematical thought: logic-intuition, generality-individuality, and analysis-synthesis. Contains 16 references and several historical observations of string figures. (SV) UMI EJ386055

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Nelson-Barber, S., & Estrin, E. E. T. (1995). Bringing Native American Perspectives to Mathematics and Science Teaching.

Nichols, E. J., & Others, A. (1986). Teaching Mathematics, Volume I: Culture, Motivation, History and Classroom Management. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Institute for Independent Education, Inc., P.O. Box 42571, Washington, DC 20015 (paperback $3.50, plus $1.00 postage and handling). Report/ISSN: ISBN-0-941001-00-8 Grant No.: TEI-8550265. Independent neighborhood schools in inner-city areas serve primarily minority students. They are in a position to assist American educators in understanding the best methods of teaching minorities who usually do not reach their full academic potential in public schools. Teachers in independent schools use culture and sometimes religion as a basis for motivational and management techniques. The students use their own indigenous images to shape their intellectual, emotional and creative development. In 1984 a training seminar using this cultural model was developed to provide these teachers with a better understanding and more strategies for teaching mathematics. This first of a two-volume series contains the lectures from the seminar. It gives the cultural and philosophical foundations for teaching mathematics to black youth. Volume I includes the following presentations: (1) Cultural Foundations for Teaching Black Children (Edwin J. Nichols); (2) Innovation and Motivation for Excellence (J. Arthur Jones); (3) African Contributions to Mathematics, Science and Technology (John Henrik Clarke); and (4) Managing Instruction in Mathematics for Elementary Schools (Bessie C. Howard). The final section is a series of notes reflecting teachers' comments on how they manage their classrooms. The volume concludes with a list of mathematics and materials. (VM) ED283929

Noddings, N. (1991). The Gender Issue. Educational Leadership v49 n4 p65-70 Dec 1991. Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full-time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ437563

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Organization. (1976). The New American Mathematics and the Old African Mathematics: An Adventure in Comparative Mathematics. Mini-Module. This module is an introduction to traditional mathematics in Africa. A lesson plan is presented which explores the significance of words in the African number systems and compares them to American mathematical systems. Number words in four African languages are given as examples to illustrate base 5, 10, and 20 systems. Some words have been borrowed from Arabic when the particular base system does not include the desired numbers. Questions in the lesson plan challenge students to suggest social and economic opportunities which the early African number systems provided, possiblities of trade or relations with other groups in cases where their number words have the same derivation, and instances in both American and African mathematics where number words derive from physical terms, such as "foot." Among enrichment activities is a suggestion that students play "Count 'n Capture," a game of supposed African origin which involves mathematical and logical concepts. A bibliography lists eight sources for reading about mathematics and African history. (AV) Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. African-American Institute, 833 United Nations Plaza, New York, New York 10017 ($0.35, 3 for $1.00) ED132090

Organization. (1980). Physics, Chemistry, and Mathematics Education in China. Chinese Education v13 n1-2 p1-165 Spr-Sum 1980. Twelve articles are presented on various aspects of physics, chemistry, and mathematics education in China. Emphasis is placed on the significant changes in educational policy that have taken place in response to changes in the political situation. Most of the articles deal with the newly compiled uniform textbooks for high schools. (DB) EJ235211

Organization. (1991). La Evolucion del Curriculo de las Matematicas: Un Folleto para los Padres de Familia. (The Changing Mathematics Curriculum: A Booklet for Parents). California Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Bureau of Publications, Sales Unit, California Dept. of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($5.00 for 10 copies, $30.00 for 100 copies, $230.00 for 1,000 copies). This booklet, written in Spanish, provides a guide for parents to help their children become successful in school mathematics. The information is divided into four sections: (1) important facts about the mathematics curriculum and mathematics instruction; (2) expectations about participation, calculators, cooperative learning, dialogue, and writing within the typical K-12 mathematics classrooms; (3) examples of leading questions and prompts for parental input with homework; and (4) specific methods to aid in planning for student success in mathematics. A bibliographic appendix includes additional sources for information with addresses, phone numbers, and price quotations, as appropriate. (JJK) ED340576

Organization. (1991). Palestine. Priority Projects for Educational Development. France Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This document presents the details of 10 projects concerning the education and training of the Palestinian people that were approved for funding by the Executive Board of UNESCO in October 1990. The objectives, justification, beneficiaries, and costs of each project are listed. The projects involve the following concerns: (1) Development of primary education; (2) Teacher-training development; (3) Science and mathematics curriculum; (4) Feasibility studycurriculum development; (5) Pre-school, literacy and education for the disabled; (6) Health and agriculture manpower development; (7) Community college development; (8) Paramedical, technology and engineering development; (9) Staff development programme; and (10) Improvement of management and planning. (DB) ED351244

Organization. (1992). The Better Idea Book: A Resource Book on Gender, Culture, Science, and Schools. Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC07 Plus Postage. Canadian Teachers' Federation, 110 Argyle Ave., Ottawa, Ontario K2P 1B4 Canada. Report/ISSN: ISBN-0-88989-262-8. "The Idea Book" was first published in 1988 by the Canadian Teachers Federation and examined females in the mathematics, science, and technology fields. "The Better Idea Book" is a re-publication that includes new studies and other resources that relate to the increased numbers of females in technological fields. The first section examines the increased importance of science and technology based on recent events and trends and discusses how schools have retooled to produce more highly skilled workers. "Gendered Science; Gendered Schools" examines whether biological makeup has anything to do with male and female representation in the field of science. The quality of girls' lives is covered in chapter 4, which summarizes three Canadian and one American study on adolescents. Chapter 5 probes testing and examines biases, jurisdictional comparisons, and biological data. In chapter 6. data from studies of the impact of the study of mathematics, science, and technology after secondary education are analyzed. Teachers are the focus of chapter 7, which looks at who is involved in mathematics, science, and technology programs. Conclusions show that improvement has been made in Canada in the participation rate of girls in mathematics, science, and technology but that further studies need to be done in order to assure that the success rate continues. A 71-item listing of end notes and a 72-page annotated bibliography conclude the text. (JAG) ED393741

Organization. (1993). Capitalizing on Culture through Competency-Based Adult Education. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Characteristics of Hispanic, African American, Jamaican, and Haitian students, the most prevalent minority groups in the adult school population in Polk County, Florida, are described in this resource book. The book, which is intended to supplement staff development in cultural diversity and to help implement classroom strategies for reaching all learners, includes strategies for reaching each of the four minority group students, and suggests intended outcomes and learning activities for English, social studies, mathematics, science, and business. (Contains 7 references.) (Adjunct ERIC Clearinghouse on Literacy Education) (LB) ED359828

Organization. (1995). Homeside Activities: Grade 5. California Not available from EDRS. Document Not Available from EDRS. Developmental Studies Center, 2000 Embarcadero, Suite 305, Oakland, CA 94606-5300 ($13.95). Report/ISSN: ISBN-1-885603-64-9. Providing a low-key, nonthreatening way for teachers and parents to build partnerships for kids, this book presents short, concrete activities in English and Spanish to foster communication between teachers and parents and between parents and children. While the activities in the book are designed for grade 5, none of the activities have grade-specific references; they can also be used in mixed-grade and ungraded classrooms. The activities in the book make it easy for parents to contribute a "homeside" to their children's schoolside learning. The activities in the book are introduced once or twice a month in class, completed at home, and then incorporated into a follow-up classroom activity or discussion. Typically these 15- to 20-minute activities in the book are reciprocal parent-child interviews or opportunities to share experiences and opinions. The book begins with a description of "homeside activities" and their benefits, guidelines for teachers, and a letter to parents. The 18 teacher pages and activities in the book are on topics such as everyday math, poetry performance, opinions, family folklore, group work, and school year collage. (RS) ED396283

Organization. (1996). Looking beyond One's Self through SKILL. Winds of Change v11 n1 p14-16 Win 1996. Scientific Knowledge for Indian Learning and Leadership (SKILL) was implemented by South Dakota School of Mines and Technology in 1990 to improve the college readiness of American Indian students in math and science. Over 2,000 Indian students have participated in SKILL's academic-year programs, elementary summer programs, 4-week residential programs, and the 4-year NASA Honors Program. (LP) Report/ISSN: ISSN-0888-8612 EJ520536

Ortiz-Franco, L. (1980). First Glances at Language and Culture in Mathematics Education. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This document highlights points made in papers presented in the two scheduled sessions devoted to issues in mathematics education affecting minority students at the 1980 National Council of Teachers of Mathematics (NCTM) conference. The first meeting was part of the official NCTM conference program. The second meeting was sponsored by the National Institute of Education (NIE). Points from a total of three papers presented over the two meetings are discussed. A paper concerned with verbal problem solving in mathematics among Chicano students is the first to be summarized, as it was only discussed at the NCTM session. The other two were further discussed at the NIE-sponsored meeting. Broad areas of ideas from both these papers are combined in a summary that reviews the following topic areas: bilingual education, curriculum, teaching and teacher training, ethnography, testing, and basic research. It is noted that there is a general lack of replications of research studies with minority students on findings and practices that are from mathematics education research that focus on the majority. It is felt the absence of such replications adds to the dubiousness of purportedly generalized outcomes, and needs to be remedied. (MP) ED210153

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Pinxten, R. (1991). Geometry Education and Culture. Learning and Instruction v1 n3 p217-27 1991. It is worthwhile to develop the concepts and conventions that emerge from the child's culture in the teaching of elementary school mathematics, specifically geometry. The discussion is based on experiences with 7- to 12-year-old Navajo children in studies toward the development of a culturally relevant mathematics curriculum. (SLD) Report/ISSN: ISSN-0959-4752 EJ438633

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Rakow, S. J., & Bermudez, A. A. B. (1993). Science Is "Ciencia": Meeting the Needs of Hispanic American Students. Science Education v77 n6 p669-83 Nov 1993. Reviews some of the factors known to influence the achievement and retention of Hispanic Americans in technologically related fields. Discusses directions in which research should focus to meet the needs of Hispanic-American students. (PR) UMI Report/ISSN: ISSN-0036-8326 EJ478409

Ramirez, A. I. (1983). Ecological Factors: Their Influence on Learning Style and Elementary Mathematics Achievement. Puerto Rico Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This research investigates the interrelationships of modality strength, modality preference, field dependence-independance, sex, ecological group, and their contribution to mathematics achievement among 256 fourth-grade Puerto Rican students from four ecological environments. Ecological factors were defined as characteristics that make city areas distinct from one another in terms of, among others, physical surroundings, sound and visual stimuli, interactions, and kinds of activities. Data from four instruments were obtained and analyzed. Results suggest that ecological factors influence learning style and mathematics achievement. Auditory learners tend to live in the rural environment, mixed in the urban, and haptics in the suburbs. Rural children tend to be field-independent. In females, field dependence-independence is significantly explained by the joint contribution of modality strength and ecological group. A large proportion of mathematics achievement variance can be attributed to the joint contribution of ecological group and field dependence-independence in both males and females. In females, the greatest independent contributor seems to be field dependence-independence, while in males, it is ecological group. Since previous research had not considered ecological characteristics, these findings open new avenues of exploration in our quest for knowledge on learning style components. (Author) ED228097

Rogers, Pat, E., Kaiser, & Gabriele, E. (1995). Equity in Mathematics Education. Influences of Feminism and Culture. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC12 Plus Postage. Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 (paperback: ISBN-0-7507-0401-2, $24.95; clothbound: ISBN-0-7507-0400-4). Report/ISSN: ISBN-0-7507-0401-2. This book provides educators and other interested readers with an overview of the most recent developments and changes in the field of gender and mathematics. The overview is grounded in a model for understanding how change occurs. The model, developed by P. McIntosh (1983), arose from the examination of efforts in North America to liberate mathematics from a male-dominated Eurocentric world view and to develop a more inclusive curriculum. An introductory chapter describes the McIntosh model, which moves from "womanless mathematics" through stages to a reconstructed mathematics. Twenty-six additional chapters are grouped into the following sections: (1) "Intervening with Female Students"; (2) "Working with Female Teachers"; (3) "Focusing on Practicing Teachers"; (4) "Educating the Public"; (5) "Comparative Studies"; (6) "Cultural Perspectives"; (7) "Feminist Pedagogy in Mathematics Education"; and (8) "Changing the Discipline." References follow each chapter. (Contains 1 figure and 22 tables.) (SLD) ED391849

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Samimy, K., & Others, A. (1994). Gambare, Amae, and Giri: A Cultural Explanation for Japanese Children's Success in Mathematics. Journal of Mathematical Behavior v13 n3 p261-71 Sep 1994. Presents a conceptual framework to explain the differential success of Japanese children in mathematics learning based on Stevenson and Stigler's effort-versus-ability model, and argues that the Japanese effort model needs to be examined in a social context including the factors of dependence and obligation. (23 references) (Author/MKR) Report/ISSN: ISSN-0732-3123 EJ498203

Schaufele, C., & Srivastava, R. (1995). Earth Algebra: Real-Life Mathematics in Navajoland. Journal of Navajo Education v12 n2 p12-15 Win 1995. An algebra class at Navajo Community College (Shiprock, New Mexico) uses traditional algebra topics to study real-life situations, focuses on environmental issues, encourages collaborative learning, uses modern technology, and promotes development of critical thinking and decision-making skills. Students follow principles of Dine educational philosophy in studying effects of global warming on water supplies in their region. (LP) Report/ISSN: ISSN-1042-3265 EJ518689

Schindler, D. E., & Davison, D. D. M. (1985). Language, Culture, and the Mathematics Concept of American Indian Learners. Journal of American Indian Education v24 n3 p27-34 Jul 1985. Recognizes two critical factors in cross-cultural mathematics teaching: the perceived utility of mathematics and the direct relationship of mathematics learning to language development. Reviews current literature and reports the results of their study of perceived utility of mathematics and technical language development in the Crow Indian language. (Author/NEC) UMI EJ327212

Sears, N. C., & Medearis, L. (1992). Natural Math: A Progress Report on Implementation of a Family Involvement Project for Early Childhood Mathematics among Children of the Oklahoma Seminole Head Start and Boley Head Start. Oklahoma Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math, and social skills, and parents were surveyed. Participating students had higher raw scores than the students of the previous year. At Boley School, Natural Math materials were introduced to the children before they were given to parents, with several advantages resulting. An extensive literature review covers adult literacy and communication among Native Americans; a Native American perspective of giftedness; the role of culture in education; demographic and academic achievement data for six tribes; and Native American early childhood education and Head Start programs. A 36-item bibliography is included. (AC) ED352172

Sears, N. C., & Medearis, L. L. L. L. C. (1993). Educating Teachers for Family Involvement with Young Native Americans. Oklahoma Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. An Oklahoma program trained preschool teachers to interact with families of Seminole and Chickasaw children enrolled in Head Start. The program focused on integrating American Indian culture and mathematics. Head Start staff were trained in developmentally appropriate mathematics instruction, with an emphasis on employing culturally relevant materials and activities. Research for materials development was conducted at museums, with tribal members, and through examination of tribal documents and exhibits. Families were encouraged to interpret the meanings and traditions of the cultural elements of the program to their children. To facilitate family involvement, training sessions were conducted at Head Start monthly meetings to familiarize parents with learning packets and curriculum. Screening tests of children entering kindergarten revealed a significant increase in program participant scores when compared to students who had not participated in the program. Families responded well to the program, especially materials dealing with traditional stories, fingerplays, games, music, dance, jewelry, and Native language. Teachers can promote family involvement and strengthen the bond between school and home by providing structured materials and activities that are easy for families to understand and do. Contains 37 references. (LP) ED367513

Senger, E. S., & Others, A. (1997). Mathematical Meaning in Context. Teaching Children Mathematics v3 n7 p362-66 Mar 1997. Describes a classroom project integrating children's literature, Japanese culture, and geometry that grew out of the local killing of a Japanese exchange student. Fourth-graders read "Sadako and the Thousand Paper Cranes" around which the interdisciplinary unit was developed. Topics covered included Japanese culture, American social issues, research skills, and learning mathematical concepts through folding 100 paper Origami cranes. (PVD) Report/ISSN: ISSN-1073-5836 EJ541743

Sherman, H. (1993). An International Store to Integrate Global Awareness, Math, and Social Studies. Social Studies and the Young Learner v6 n1 p17-18,24 Sep-Oct 1993. Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR) UMI Report/ISSN: ISSN-1056-0300 EJ478459

Shirley, L. H. (1996). Activities from African Calendar and Time Customs. Mathematics Teaching in the Middle School v1 n8 p616-20 Jan-Feb 1996. Presents applications related to African day-names, the sunrise clock, and the Islamic calendar. (MKR) UMI Report/ISSN: ISSN-1072-0839 EJ518863

Sintoovongse, K. (1978). A Cross-Culture Study in Classification Operation. Journal of Science and Mathematics Education in Southeast Asia v1 n1 p9-16 Jul 1978. Investigates classification achievement in Thai and American children as well as children's classification achievement within cultures and across cultures at different age levels. One hundred and twenty American and Thai children from 6 to 11 years of age were randomly selected to participate in this study. (HM) EJ195043

Stanic, G. M. A. (1989). Social Inequality, Cultural Discontinuity, and Equity in School Mathematics. Peabody Journal of Education v66 n2 p57-71 Win 1989. To achieve equity in school mathematics, educators must question assumptions about its nature and worth. The article recommends a fresh look at school mathematics and its relationship to societal structure as a whole. A research and reform agenda guided by the constructs of cultural discontinuity and social inequality is suggested. (SM) UMI Report/ISSN: ISSN-0161-956X EJ432000

Swetz, F. (1971). Chinese Mathematics Revision in Accordance with the Teachings of Mao Tse-Tung. Mathematics Teacher 64 7 615-619. EJ045562

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Taylor, L., & Others, A. (1991). American Indians, Mathematical Attitudes, and the Standards. Arithmetic Teacher v38 n6 p14-21 Feb 1991. Presented are practical activities relevant to teaching mathematics in the American Indian culture that can be used in the non-Indian classroom. Discussed are tessellations, exercises that allow for artistic creativity and geometric exploration. The use of Pascal's triangle is included. (KR) UMI Report/ISSN: ISSN-0004-136X EJ420623

Teaching Measurement in an African Village. Arithmetic Teacher v26 n2 p18-19 Oct 1978. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program

Teaching the Computer to Add: An Example of Problem-Solving in an Anthropomorphic Computer Culture. Artificial Intelligence Memo No. 396. Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Artificial Intelligence Lab., 545 Technology Square, Rm. 338, Cambridge, MA 02139 ($1.75). Report/ISSN: LOGO-41 Grant No.: NSF-EC-40708-X. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program

Telese, J. A. (1997). Hispanic Teachers' View of Mathematics and Its Effects on Instructional Practice. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: NSF-9353644. This preliminary case study examined the philosophical perspectives of mathematics teachers at a high school situated near the Texas/Mexico border along the lower Rio Grande river valley. Ninety-eight percent of the students and 69% of the teachers are Hispanic. The mathematics teachers were administered a questionnaire that gauged their philosophical perspectives relative to the Formalist Views and the Growth and Change Views of mathematics. The survey also required the respondents to self-report their classroom activities. Of the 16 mathematics teachers, 11 teachers were observed using a classroom observation instrument designed to rate the teachers' mathematics teaching in three categories: (1) student autonomy; (2) meaning and understanding; and (3) higher-order thinking strategies. The students of the observed teachers were administered a survey that gauged their attitudes toward mathematics and their perception of the frequency of particular classroom activities. The data analysis revealed that the teachers held a Formalist View of mathematics and their teaching practices were reflective of this belief. Consequently, their students experienced traditional mathematics teaching, such as lectures, worksheets and tests. Includes a section of recommendations for instruction and staff development. The student survey is found in the appendix. Contains 24 references. (Author/PVD) ED406216

This document describes how to teach a computer to add numbers using the LOGO programing language. The programing project is described in the way a student might develop it. The model of developing the program uses humans as an anthropomorphic model for the computer, and the computer as a model for people. The document has an unorthodox style, as much of it is in the form of a monologue that reflects a programer's mind who is working on a project. The paper concludes with the goals of the project that were attained and contains suggestions for further extension of the investigation. (MP) ED209021

Troisi, A. (1995). Native American Culture: An Interdisciplinary Approach. School Library Media Activities Monthly v12 n3 p34-36 Nov 1995. Provides suggestions for a literature-based approach when integrating Native American culture into the middle school curriculum. Recommends resources in the following subjects: language arts, mathematics, physical education, health, home and career skills, technology, art, music, and second language. (AEF) Report/ISSN: ISSN-0889-9371 EJ512295

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Wagener, U. E. (1991). Changing the Culture of Teaching: Mathematics at Indiana, Chicago, and Harvard. Change v23 n4 p28-37 Jul-Aug 1991. Some innovative and effective curricula and methods for teaching college mathematics include a Harvard University (Massachusetts) program pairing first-year mathematics doctoral students with experienced teacher-coaches; a University of Chicago (Illinois) doctoral student teacher apprentice program; and a University of Illinois at Bloomington training seminar for teaching assistants. (MSE) UMI Report/ISSN: ISSN-0009-1383 EJ430146

Wall, K., & Scott, M. (1990). Using Native American Dice Games to Teach Mathematics Concepts. Tower Review v7 n2 p18-23 Fall 1990. Culturally based programs can help increase Native Americans' achievement in mathematics. Dice games are traditional to most tribes and are easily adapted to elementary mathematics and specific tribal customs. This article presents dice activities for primary (K-3) and intermediate (4-6) grades. (SM) EJ427862

Weissglass, J. (1979). Higher Mathematical Education in The People's Republic of China. American Mathematical Monthly v86 n6 p440-47 Jun-Jul 1979. This report is based on visits to Chinese universities, conversations with Chinese mathematicians, and a visit to a training school for workers. (MP) EJ205399

Weissglass, J. (1992). Changing the Culture of Mathematics Instruction. Journal of Mathematical Behavior v11 n2 p195-203 Jun 1992. Discusses a two-hour interactive session with teacher leaders from the Colorado Partnership Mathematics Project during a retreat addressing the culture of mathematics instruction. Responds to the following questions: (1) What is culture? (2) What helps cultures change? and (3) What can educators do? Shares resources that support proposed strategies and goals for change. (20 references) (MDH) Report/ISSN: ISSN-0732-3123 EJ453565

Wendt, & Kim, C. (1995). Ahkwesahsne Science & Math Pilot Project: A Native Approach to Learning. Pathways: The Ontario Journal of Outdoor Education v8 n3 p14-19 May 1995. Describes a science and math pilot project developed for Mohawk junior high school students in Ahkwesahsne (Canada) that integrates Iroquois culture with Western approaches to learning science. Curriculum units are based on the Mohawk Thanksgiving Address that acknowledges all aspects of life. Includes a passage examining differences between Iroquoian and Western world views. (LP) Report/ISSN: ISSN-0840-8114 EJ508929

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Xu, J., & Farrell, E. (1992). Mathematics Performance of Shanghai High School Students: A Preliminary Look at Gender Difference in Another Culture. School Science and Mathematics v92 n8 p442-45 Dec 1992. Reports a study of 269 students (males=147, females=122) from eight high school graduating classes in Shanghai, China, to determine whether gender differences in mathematics achievement as manifested in the United States exist. Analysis of variance by school on two measures indicated no gender differences except in one school on one measure. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ458340

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Zaslavsky, C. (1970). Mathematics of the Yoruba People and of Their Neighbors in Southern Nigeria. Two Year College Mathematics Journal 1 2 76-99. EJ030374

Zaslavsky, C. (1976). African Numbers. Teacher 94 3 91-6. On a scale of "moja" to "kumi", African math studies rate "kumi" with kids. (Editor) EJ156556

Zaslavsky, C. (1976). Math/Social Studies: African Stones. Teacher 94 2 110-12. Take prisoners, sow seeds, or eat the opponent's beans. A unique cultural approach to math. (Editor) EJ156315

Zaslavsky, C. (1979). Teacher Education: Mathematics in Other Cultures. Historia Mathematica v4 p189-94 May 1979. A description is given of an in-service course or workshop on the subject of the mathematics developed by the peoples of Africa and other cultures in the course of their daily lives. (MP) EJ207011

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