Abstract
The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers' responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- Cado and Jayama, and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including preparation and planning, exploration and understanding, reading and design, comment and revision, and practice and reflection, the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students' interest in learning math, and enhance their initiatives in the classroom. Hopefully, such cooperation between universities and local elementary schools will lead to improvement in the mathematics learning environments for the tribes.
Highlights
Introduction on Literature ReviewIn Taiwan, many studies [1,2] have pointed out that the achievements of indigenous students are lower than that of the Hans.many advanced countries around the world have embarked on the studies of improvement for indigenous mathematics education based on the culture and local knowledge [3,4,5,6]
Cobern [8] had pointed out that science teacher needs a set of curriculum allowing indigenous students coming from different cultures to learn the Western science, and this set of curriculum must be based on the identification of indigenous knowledge and worldview
Many scholars [2, 6, 9,10] pointed out that there was a lack of cultural perspectives in the mathematics curriculum, and this was easy to cause the mathematical learning without continuity for indigenous children
Summary
Introduction on Literature ReviewIn Taiwan, many studies [1,2] have pointed out that the achievements of indigenous students are lower than that of the Hans.many advanced countries around the world have embarked on the studies of improvement for indigenous mathematics education based on the culture and local knowledge [3,4,5,6]. Many scholars [2, 6, 9,10] pointed out that there was a lack of cultural perspectives in the mathematics curriculum, and this was easy to cause the mathematical learning without continuity for indigenous children. This was an issue of conversion of mathematical curriculum - the indigenous children come from different cultural backgrounds, so the situation of mathematical learning without a "cultural comprehensiveness" won't be able to make them feel a "sense of intimacy" while using teaching materials, and further affected their attitude towards learning mathematics
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