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| Strand 5 Sessions -- Monday, April 24, 2006 |
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Strand 5. Leadership with the Spirit of Many Cultures
Share with other leaders programs and strategies that have effectively incorporated the mathematics and contributions of other cultures into curriculum and instruction. Consider questions such as: What are some specific examples of curricula that emphasize the contributions of many cultures to the development and application of mathematics? What strategies do you use to help teachers appreciate the multi-cultural nature of mathematics and the importance of its emphasis in their teaching?
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| 10 | 8:00 - 9:00 | Room B | All Grades | Regular Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Wabanaki Basket Making Through a Mathematical Lens |
| This session will focus on the mathematics inherent in Wabanaki basket making. This mathematics is appropriate for considering culturally-responsive mathematical pedagogy for children from the Penobscot, Micmac, Passamaquoddy, and Maliseet tribes in Maine up to the Maritimes. |
| Presider: | Eileen Faulkenberry, Texas A&M University, Commerce, TX |
Speaker(s): |
Tod L. Shockey, University of Maine, Orono, ME |
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| 30 | 10:20 - 11:20 | Room 120/124 | Grades 9-12 | Major Session | Strand 5: Leadership with the Spirit of Many Cultures
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| African American Ethnomathematics Software: Cornrows, Graffiti, and More |
| The mathematical patterns in African American cornrow hairstyles, graffiti, and hip-hop rhythms, as well as the ethnomathematics of African heritage culture, can be integrated into standards-based curricula and assessment through the use of free online applets. |
| Presider: | Cheryl Avalos, NCSM W2 Regional Director, Consultant, Hacienda Heights, CA |
Speaker(s): |
Ron B. Eglash, Rensselaer Polytechnic Institute, Troy, NY
Charles Babatu Murphy, Roosevelt High School, St. Louis, MO |
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| 72 | 1:00 - 3:00 | Room 241 | All Grades | Double Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Counting on Inuit Traditions: The Graphically-Logical Kaktovik Numerals Develop Number Sense and Algebraic Thinking |
| Exploration of the Inupiaq oral counting system by Alaskan students has driven curriculum and produced a surprising model, useful at all levels. Having both a base and a sub-base, the Kaktovik numerals invite experimenting and conjecture with numbers and motivate students to develop multiplicative reasoning, algebraic thinking, and new algorithms. |
| Presider: | Shirley Frye, Former NCSM President, Cave Creek, AZ |
Speaker(s): |
William Clark Bartley, Granite School District, Salt Lake City, UT |
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| 83 | 2:00 - 3:00 | Room C | Grades 9-College | Regular Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Ethnomathematics Algebra Activities: Applying Socio-Cultural Learning for Engaging Learners in Discovering Their Innate Mathematical Power |
| Participants will explore the links between 1) ethnomathematics and a socio-cultural learning theory model and 2) community service and mathematics in context. We will participate in activities to maximize student involvement, active engagement, and skill development. We will create a “model” process for mathematizing the student’s world. |
| Presider: | Richard Evans, Plymouth State University, Plymouth, NH |
Speaker(s): |
Irene M. Duranczyk, University of Minnesota, General College, Minneapolis, MN |
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| Strand 5 Sessions -- Tuesday, April 25, 2006 |
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Strand 5. Leadership with the Spirit of Many Cultures
Share with other leaders programs and strategies that have effectively incorporated the mathematics and contributions of other cultures into curriculum and instruction. Consider questions such as: What are some specific examples of curricula that emphasize the contributions of many cultures to the development and application of mathematics? What strategies do you use to help teachers appreciate the multi-cultural nature of mathematics and the importance of its emphasis in their teaching?
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| 101 | 8:00 - 9:30 | Room 242 | Grades PK-12 | Extended Session | Strand 5: Leadership with the Spirit of Many Cultures
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| We Had the Workshop: Now What? Teachers Applying Ethnomathematics in Their Classrooms |
| Workshops take us only so far. Come learn what this group of inspired teachers has done to extend and personalize the workshop instruction they experienced as they seek to make math count for their increasingly diverse groups. |
Speaker(s): |
Dory Stevens, Davis School District, Farmington, UT
Patty Norman, Davis School District, Farmington, UT
Mary Ellen Wagstaff, Davis School District, Syracuse, UT
Jim J. Barta, Utah State University, Logan, UT |
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| 107 | 9:15 - 10:15 | Room 121 | All Grades | Regular Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Diversity and Culture in the History of Mathematics |
| This session will discuss the mathematical activity and contributions of cultures in the New World in a historical perspective covering several centuries. |
| Presider: | William Durand, Henderson State University, Arkadelphia, AR |
Speaker(s): |
Luis Ortiz-Franco, Chapman University, Orange, CA |
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| 141 | 2:15 - 3:15 | Room E | Grades PK-8 | Regular Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Enhancing an Elementary Math “Methods” Course with Ethnomathematics |
| This session will describe a graduate math methods course for K-8 teachers. We’ll focus on the NCTM’s content and process standards, and the cultural context of some skills and concepts therein. Graduate student-developed lesson plans will be presented, as will some of the cultural resources used in class. |
| Presider: | Lucy Hahn, Boise School District, Boise, ID |
Speaker(s): |
William J. Collins, Le Moyne College, Syracuse, NY |
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| Strand 5 Sessions -- Wednesday, April 26, 2006 |
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Strand 5. Leadership with the Spirit of Many Cultures
Share with other leaders programs and strategies that have effectively incorporated the mathematics and contributions of other cultures into curriculum and instruction. Consider questions such as: What are some specific examples of curricula that emphasize the contributions of many cultures to the development and application of mathematics? What strategies do you use to help teachers appreciate the multi-cultural nature of mathematics and the importance of its emphasis in their teaching?
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| 169 | 8:00 - 9:30 | Room 232 | All Grades | Extended Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Katovik Numerals Impact Mathematics of Entire School District |
| In Katovik, Alaska, sixth grade student motivation inspired the creation of Inupiaq numerals. School district administrators were surprised when math tests scores significantly improved. Students were interviewed eight years later in 2005. This session will reveal the findings and address implications for teaching diverse students. |
| Presider: | Marlene Robinson, Albemarle County Schools, Charlottesville, VA |
Speaker(s): |
Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, AK
William Clark Bartley, Granite School District, Salt Lake City, UT |
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| 193 | 10:30 - 11:30 | Room E | Grades PK-5 | Regular Session | Strand 5: Leadership with the Spirit of Many Cultures
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| Math Power from Singapore: Stimulating Math for All |
| How is math taught and learned in Singapore? Our four-year pilot generated a 30-point gain in test scores. Analyze Singapore’s national math standards. Explore the early development of number, operations, and mental math. Learn and practice bar modeling, Singapore’s main problem solving strategy. Get exciting, new ideas and strategies! |
| Presider: | Julie Knittle, Olathe School District, Olathe, KS |
Speaker(s): |
Robyn Silbey, Montgomery County Public Schools, Rockville, MD |
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