Native American Pedagogy and Cognitive-Based Mathematics Instruction / Edition 1

by Judith T. Hankes

Overview

Native American Pedagogy details 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.

Product Details

ISBN-13:	9780815331131
Publisher:	Taylor & Francis
Publication date:	12/01/1998
Series:	Native Americans: Interdisciplinary Perspectives
Edition description:	REVISED
Pages:	168
Product dimensions:	5.44(w) x 8.50(h) x (d)

About the Author

Judith Towne Hankes is Ojibwa

Table of Contents

Chapter 1: Statement of the Problem, Chapter 2: A Literature Review of Native American Pedagogy and Cognitively Guided Instruction, Chapter 3: Design of the Study, Chapter 4: Findings, Chapter 5: Discussion.

Editorial Reviews

Describes a Ph.D. dissertation study completed in 1994 at the Oneida Nation Elementary School in Oneida, Wisconsin. This study compares traditional Native American pedagogy with that of Cognitively Guided Instruction (CGI) and investigates the influence of CGI on the mathematical problem solving ability of Oneida Indian kindergarten children. Reviews the literature of Native American pedagogy and CGI, then discusses Oneida core values and reports on teachers' beliefs about teaching methods. Lacks a subject index. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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