Improving Elementary American Indian Students' Math Achievement with Inquiry-Based Mathematics and Games

Autor/inn/en	Stone, Jamalee; Hamann, Edmund
Titel	Improving Elementary American Indian Students' Math Achievement with Inquiry-Based Mathematics and Games
Quelle	In: Journal of American Indian Education, 51 (2012) 1, S.45-66 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8731
Schlagwörter	Achievement Gap; Test Results; American Indians; Grade 5; Inquiry; Mathematics Instruction; Educational Games; Educational Strategies; Elementary School Students; Mathematics Achievement; Partnerships in Education; Federal Programs; Urban Schools; Fidelity; Comparative Analysis + Suchen Sie Ihr Suchwort? American Indian; Indianer; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Lehrstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test results of Native American students at these three schools are compared with the test results of Native American fifth grade students at a fourth school considered by district leadership to be an exemplar of inquiry-based math instruction. Possible reasons for the performance disparity are explored. (As Provided).
Anmerkungen	Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10