Learning about Native Americans through math, science and art
by Liz Baca (2002)
[http://www.unm.edu/~abqteach/math2002/02-02-01.htm]
This page gives lesson plans and background for five short units for first grade students that incorporate mathematics in various cultural contexts, science, and art. Each unit focuses on a different culture, such as the Anasazi, Maya, and Seminole populations. The activities include the ideas of arithmetic, geometry and patterns, and probability. (Includes 48 references)
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Multicultural Approaches to Teaching,
Cultural Context>Cultural Perspectives on Mathematics,
Geometry and Topology>Plane Geometry>Patterns>Geometric Patterns,
Statistics and Probability>Probability
Geographical area: Central America, North America
Cultural group: Mayan (Native American - Mexico and Central America), Pueblo Indian (Native American - United States), Seminole (Native American - United States)
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Mathematical thought and application in traditional Seminole culture
by Jim Barta (1996)
[http://www.ethnomath.org/resources/ISGEm/082.htm]
This article reports on an ethnomathematics research project studying the Florida Seminole tribe. Seminole elders and others were interviewed to examine the traditional daily activities for embedded mathematics. The data will be used to develop a culturally inclusive elementary math curriculum. There are six universal mathematics activities in the context of Seminole culture. Counting is done on a base ten system with no written symbols. Physical representations (seeds, pebbles, knots) or finger gestures describe quantities, with zero referred to as having nothing. Measurement applies units found in the environment. Transformational geometry is prevalent in patchwork clothing designs. Math is used to explain concepts such as age and the time between events. An example of play is a stickball game (men against women) where scoring can be additive or subtractive. Other terms: Creek language, location. (Includes 3 references)
Subject: Cultural Context,
Instructional Issues>Educational Research
Geographical area: Florida (United States)
Cultural group: Seminole (Native American - United States)
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Report on ethnomathematics research (ISGEm Newsletter, Volume 10, Number 2, June 1996)
by Joanna Masingila (1995)
[http://www.ethnomath.org/resources/ISGEm/074.htm]
This article describes ethnomathematics research in North America. Several researchers focus on the relationship between everyday problem solving and mathematicians' problem solving practices. Others are examining how students use these two modes of problem solving in the context of small group discussions. Also discussed are projects dealing with the development of mathematics classroom communities with predominately minority students, the mathematics practices of seamstresses, the ethnomathematics of upper elementary school children, and the traditional (historical) daily activities of the Florida Seminole people that embed mathematical principles. Other terms: curriculum, skills, strategies, goals, pedagogy, video technology, tribal people.
Subject: Instructional Issues>Educational Research,
Instructional Issues>Minority Students,
Instructional Issues>Teaching Methods
Geographical area: United States of America
Cultural group: Seminole (Native American - United States)
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Seminole patchwork designs
by Vera Preston (1998)
[http://www2.austin.cc.tx.us/hannigan/Presentations/NSFMar1398/MathofSP.html]
http://www2.austin.cc.tx.us/hannigan/Presentations/NSFMar1398/MathofSP.html
This interactive website contains examples of Seminole designs along with the significance to storytelling or different clans. (Includes 6 references).
Subject: Applied Mathematics>Mathematics for Humanities>Decorative Arts and Design,
Geometry and Topology>Plane Geometry>Patterns>Geometric Patterns
Geographical area: Oklahoma (United States)
Cultural group: Seminole (Native American - United States)
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Young Seminoles and Natural Math
by Linda Medearis (1996)
[http://www.ncela.gwu.edu/miscpubs/jeilms/vol16/jeilms1604.htm]
This journal article describes Natural Math, a two-year research project with children and families of the Oklahoma Seminole Nation Head Start program. The project was built around National Council of Teachers of Mathematics (NCTM) Standards combined with cultural activities and math skills. Children who participated in the project scored higher on kindergarten entrance screening. Other terms: At risk, social mores, museum, dancing, singing, measurement, estimation, problem solving, geometry, spatial awareness, shapes, calendar, computers, ABC Inventory, siblings. (Includes 9 references)
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Culturally-based Instruction,
Cultural Context>Influence of Culture on Teaching Mathematics>Multicultural Approaches to Teaching,
Cultural Context>Cultural Perspectives on Mathematics,
Cultural Context>Influence of Culture on Learning Mathematics
Geographical area: Oklahoma (United States)
Cultural group: Seminole (Native American - United States)
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