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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>I absolutely agree, Susan, and I am
working on the materials issue in my dissertation. Being a techie, and
recognizing the difficulty with incorporation the culturally appropriate math
stories, I am developing a technical structure so that stories can be related
directly to the curriculum, and with a few grants for community involvement in
the development of curricular materials, we can make massive amounts of
materials in Indigenous languages. We can make them fast, we can make them
good, and we can encourage families and communities all to take part. And with
a little help from some hardware geeks, we can make them portable, like game
boys, PSP2s, and cell phones. (Yep, cell phones. Kids have those great eyes,
you know </span></font><font size=2 color=navy face=Wingdings><span
style='font-size:10.0pt;font-family:Wingdings;color:navy'>J</span></font><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'>).<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Happily, <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Mia<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> Indigenous
Languages and Technology [mailto:ILAT@LISTSERV.ARIZONA.EDU] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Susan Penfield<br>
<b><span style='font-weight:bold'>Sent:</span></b> Saturday, April 22, 2006
7:51 AM<br>
<b><span style='font-weight:bold'>To:</span></b> ILAT@LISTSERV.ARIZONA.EDU<br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [ILAT] Indigenous
math</span></font><o:p></o:p></p>
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<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'>Thanks Rudy, Jess and Mia<br>
This discussion is very interesting but, to me, what it underscores is the need
to have more fluent, trained Native teachers involved in curriculum
development. (an old refrain...)<br>
<br>
Years ago, I was heavily involved with training teachers for public schools
which served tribal communities. These cullturally-appropriate math stories
were shared, and may have served to raise awareness, but did little to really
change the way math was taught overall. The only places where real active
involvement and inclusion of culturally grounded math activities happened were in
the rare classrooms where the teacher was a member of the community. <br>
<br>
Although the numbers of certified Native American teachers have increased since
then, there are still not nearly enough and it is still such an up hill battle
for them to make substantial changes to established and, now, standardized
test-driven curricula of most schools. <br>
<br>
Certainly, the charter school movement offers more potential for the inclusion
of culturally-appropriate and guided math activities and certainly there are
some such curricula developed for non-public schools serving reservation
communities, but it is still a difficult task to lay out more than
a few isolated lessons, i.e., establish a complete set of lessons,
which reflect a range of culturally-grounded math activities.<br>
<br>
<br>
Susan<br>
<br>
<o:p></o:p></span></font></p>
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<p class=MsoNormal><span class=gmailquote><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>On 4/22/06, <b><span style='font-weight:bold'>jess
tauber</span></b> <<a href="mailto:phonosemantics@earthlink.net">phonosemantics@earthlink.net</a>>
wrote:</span></font></span><o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>With regard to Rudy's post and mine, just wondering whether language
TYPE might also have any relevance as to what kind of mathematical knowledge
and operations might be found, statistically, in a normal cultural setting
(that is unmodified by formal Western-style or other imposed-from-outside
training)- how much does level of culture influence? <br>
<br>
Jess Tauber<o:p></o:p></span></font></p>
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<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><br>
<br clear=all>
<br>
-- <br>
Susan D. Penfield, Ph.D.<br>
<br>
Faculty Affiliations:<br>
Department of English (Primary)<br>
American Indian Language<br>
Development Institute <br>
Department of Linguistics <br>
Second Language Acquistion and <br>
Teaching Ph.D. Program<br>
Dept. of Language,Reading and Culture<br>
<br>
Phone for messages: (520) 621-1836 <o:p></o:p></span></font></p>
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