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nexusstc/Native American Pedagogy and Cognitive-Based Mathematics Instruction/3946916e68172f8c9ba14bf49c0f47a2.epub
Native American Pedagogy and Cognitive-Based Mathematics Instruction. Native Americans: Interdisciplinary Perspectives--A Garland Series 🔍
Judith T. Hankes Routledge, Taylor & Francis Group, Taylor & Francis (Unlimited), London, 2019
英语 [en] · EPUB · 7.3MB · 2019 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/zlib · Save
描述
Native American Pedagogydetails a study that investigated the teaching of mathematics to Oneida Indian kindergartners. This study proves that Native American children who are taught with culturally sensitive methods will perform more successfully on mathematical problem solving tasks, and that Cognitively Guided Instruction, an approach that provides teachers with research-based knowledge of how children learn mathematics, enables such culturally sensitive teaching methods.
备用文件名
lgli/Native American Pedagogy and Cognitive-Based Mathematics Instruction - Judith T. Hankes.epub
备用文件名
lgrsnf/Native American Pedagogy and Cognitive-Based Mathematics Instruction - Judith T. Hankes.epub
备用文件名
zlib/no-category/Judith E. Hankes/Native American Pedagogy and Cognitive-Based Mathematics Instruction_21586653.epub
备选标题
China, the EU and International Investment Law Reforming Investor-State Dispute Settlement
备选作者
Judith Elaine Hankes
备选作者
Hankes, Judith T.
备用出版商
Garland Publishing, Inc., A Member of the Taylor & Francis Group, 7625 Empire Drive, Florence, KY 41042-2919 ($55). Tel: 800-634-7064 (Toll Free)
备用出版商
Garland Publishing, Incorporated
备用出版商
Ashgate Publishing Limited
备用出版商
Taylor & Francis Ltd
备用出版商
Gower Publishing Ltd
备用出版商
Taylor and Francis
备用版本
Native Americans, Native Americans (Garland Publishing, Inc.), New York, New York State, 1998
备用版本
Native Americans: Interdisciplinary Perspectives, 2019
备用版本
Native Americans (Routledge (Firm)), London, 2019
备用版本
United Kingdom and Ireland, United Kingdom
备用版本
United States, United States of America
备用版本
1 edition, December 1, 1998
备用版本
1, 1998-12-01
备用版本
1, 20190520
元数据中的注释
{"isbns":["0815331134","1317732766","9780815331131","9781317732761"],"publisher":"Routledge"}
元数据中的注释
Includes bibliographical references (p. 145-151).
"Describes a Ph. D. dissertation study completed in 1994 at the Oneida National Elementary School in Oneida, Wisconsin"--Introd.
元数据中的注释
Native Americans (Garland Pub)
备用描述
This study was motivated by the fact that Native Americans have the smallest percentage of secondary and postsecondary students performing at the advanced level in mathematics of all ethnic groups. The study sought to determine whether teaching methods employed in Cognitively Guided Instruction (CGI), an approach that provides teachers with research-based knowledge about primary mathematics in relation to children's thinking, were compatible with the teaching methods of Native American pedagogy. A literature review outlines five instructional methods common across Native American tribes: indirect rather than direct instruction, problem solving based on sense-making, problem solving that is culturally situated and based on the lived experiences of the student, cooperative rather than competitive instruction, and time-generous rather than time-driven problem solving. Determination of whether Native American pedagogy and CGI were compatible was dependent upon one teacher's knowledge of both approaches. After participating in two 30-hour CGI workshops, an Oneida kindergarten teacher implemented the approach in her classroom. After reflecting on how Oneida cultural values influenced her teaching and how her teaching corresponded with Native American methods, this teacher identified the commonalities between Oneida/Native American pedagogy and CGI as she understood them. On a nine-item test, the Oneida kindergartners demonstrated a remarkable mathematical problem-solving ability, indicating that CGI is a culturally compatible way of teaching mathematics to Native American children. Appendices present CGI problem types and solution strategies, research documents, analysis of Oneida cultural values, and analysis of teacher interviews and children's solution strategies. (Contains 103 references.) (TD)
备用描述
This book describes a study that investigated the teaching of mathematics to Oneida Indian kindergartners in a culturally sensitive way. The study assumed that Native American children who are taught with culturally sensitive methods will perform more successfully on mathematical problem-solving tasks, and that Cognitively Guided Instruction, an approach that provides teachers with research-based knowledge of how children learn mathematics, enables teachers to teach in a culturally sensitive way. The findings supported both hypotheses. The study also identified ways of effective teaching shared across Native American tribes and determined that they were compatible with the principles of Guided Instruction, a unique approach to teaching elementary mathematics developed at the Wisconsin Center for Education Research, University of Wisconsin. Judith Towne Hankes is Ojibwa.
备用描述
This comment, given in response to the question, "How do you feel about mathematics?" was freely shared by a sixty-one year Oneida school teacher while being interviewed in her home.
备用描述
Native American Pedagogy details a study that investigated the teaching of mathematics to Oneida Indian kindergartners.
开源日期
2022-05-17
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