Living Culturally Responsive Mathematics Education with/in Indigenous Communities最新文献

{"title":"Mathematics and Culture in Micronesia","authors":"A. Dawson","doi":"10.1163/9789004415768_009","DOIUrl":"https://doi.org/10.1163/9789004415768_009","url":null,"abstract":"Abstract Wheatley and Frieze’s book, Walk Out Walk On , provides the conceptual framework for an examination of Project MACIMISE, a National Science Foundation funded project that focused on the languages and cultural practices of nine Pacific islands and the state of Hawai‘i. MACIMISE, pronounced as if spelled ‘maximize’, is a 5-year Project. The Project’s task is the development of elementary school mathematics curriculum units sensitive to local mathematical thought and experience. There were twenty-one participants (who call themselves the Macimisers ) in the Project. The participants were educated in ethnographic and anthropological research strategies to enable them to retrieve/uncover cultural practices extant in the communities where they lived. This academics work was accomplished partially via distance learning when the participants were registered in advanced degree programs at the University of Hawai‘i—Mānoa. In this paper, the Project is analyzed in terms of the concepts ( scaling across, start anywhere—follow it everywhere, intervention to friendship, the art of hosting and the use of circle) advanced by Wheatley and Frieze. Resumen El libro de Wheatley y Frieze: Walk Out Walk On , da el marco  conceptual para examinar el proyecto MACIMISE, un proyecto financiado por la National Science Foundation, que se enfoco en los lenguajes y practicas culturales de nueve islas del pacifico y el estado de Hawai‘i. MACIMISE, que se pronuncia como deletreando ‘maximize’, es un proyecto de 5 anos. El proyecto consiste en el desarrollo de unidades curriculares en matematica para la escuela elemental, sensibles a la experiencia y al pensamiento matematico local. Fueron 21 participantes (que se llaman asi mismos los Macimisers) en el proyecto. Los participantes fueron educados en estrategias etnograficas y antropologicas que les permitieran extractar/destapar practicas culturales existentes en las comunidades donde ellos viven. Este trabajo academico fue parcialmente  realizado usando aprendizaje a distancia cuando los participantes se registraron en  programas avanzados en la Universidad de Hawai‘i-Mānoa. En este articulo, el proyecto es analizado usando los conceptos propuestos por  Wheatley y Frieze ( ajustar a traves de, iniciar en cualquier parte-continuar en toda parte, intervencion  a la amistad, el arte de hospedar y el uso del circulo).","PeriodicalId":432416,"journal":{"name":"Living Culturally Responsive Mathematics Education with/in Indigenous Communities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117185863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}