Jerry Lipka

Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska

Abstract A study was conducted among sixth-grade Alaskan students from urban and rural communities to test the efficacy of applying the triarchic theory of human intelligence and culturally-based teaching strategies to mathematics curriculum. Students were taught a unit on the mathematics concepts of area and perimeter in one of two ways: conventional instruction (primarily textbook based) and culturally-based, triarchic curriculum (involving analytical, creative, and practical/culture-based instruction). Performance was assessed prior to and following implementation of the curriculum via multiple-choice and performance or short-answer items measuring memory, analytical, creative, and practical aspects of achievement. In general, the culturally-based triarchic instruction was superior to the conventional textbook-based instruction.

WHY CAN’T WE JUST DO MATH? EXPLORING THE TENSIONS WITHIN THE IN-BETWEEN SPACE OF A CULTURALLY RESPONSIVE CURRICULUM

As early as 1928, Lewis Meriam’s research report to the Secretary of Interior indicated that American Indian and Alaska Native (AI/AN) schools were understaffed, had irrelevant curricula, and employed under qualified teachers. There continues to be a categorical need for professionally developed curriculum materials that reflect the local culture and language of AI/AN students. There is an equivalent need for instructional strategies that can succeed with AI/AN students. Over the past decade, reports (Deyhle & Swisher, 1997; Pavel, 1999; Swisher & Tippeconnic, 1999) have reinforced the need for educational programs for AI/AN schools and communities that are based on local culture and employ a group’s vernacular language as a part of schooling. This is a reversal from earlier more assimilationist models of education, which have been promulgated by the federal government through its policy on first language (other than English) and cultural exclusion. This call for programs based on culture and vernacular language is due, in part, to the persistent nationwide gap in the academic performance of AI/AN students and their non-native peers (Berlak, 2001).

Developing an Alternative Learning Trajectory for Rational Number Reasoning, Geometry, and Measuring Based on Indigenous Knowledge

Math in a Cultural Context (MCC)2 is a long-term curriculum and professional development project based on indigenous knowledge (IK) in Alaska. Collaborating with Yup’ik elders and teachers for approximately two decades, MCC has identified a powerful set of mathematical processes used in constructing everyday artifacts.

East Is Not a 'Big Bird': The Etymology of the Star Altair in the Carolinian Sidereal Compass

We argue that the Micronesian constellation centered on Altair, known in Lamotrek as Mailap, has been mistakenly identified in previous literature with another constellation centered on Sirius, known as Mannap. The latter is literally the ‘Big Bird’ and is well known in parts of Polynesia as well. Confusing this Big Bird with Altair has led to much confusion in the literature on Carolinian navigational arts. We trace the history of how this error arose and why it has persisted over time, and we also suggest an alternate etymology for Mailap.