| Introduction |
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v | |
| Acknowledgments |
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xiii | |
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3 | (6) |
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Foreshadowing of Culture's Impact |
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3 | (1) |
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Documentation of the Indian Mathematics Problem |
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4 | (2) |
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The Impact of Culture: an Indian Perspective |
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6 | (3) |
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A Literature Review of Native American Pedagogy and Cognitively Guided Instruction |
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9 | (18) |
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The Native American Way of Teaching |
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9 | (2) |
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Teacher as Facilitator: Indirect Rather than Direct Instruction |
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11 | (2) |
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Problem Solving Based on Sense-Making: Each Student Allowed to Solve Problems Any Way That Makes Sense to the Student and Content Situated within the Lived Experiences of the Learner and Culturally Contextualized |
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13 | (1) |
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Cooperative Self-Determination |
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14 | (2) |
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Time-Generous Rather than Time-Driven |
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16 | (1) |
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17 | (1) |
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Cognitively Guided Instruction: A Culturally Sensitive Mathematics Approach for Primary Age Native American Children |
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18 | (1) |
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What CGI looks like in the Classroom |
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19 | (4) |
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Native American Storytelling and CGI |
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23 | (1) |
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The Cultural Relevance of CGI Content |
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24 | (3) |
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27 | (18) |
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Pursuing the Investigation |
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27 | (1) |
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Obstacle One: Locating a Study Site---Building Trust |
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28 | (4) |
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Gaining School Board Consent |
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29 | (1) |
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Description of the Study Site |
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30 | (1) |
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31 | (1) |
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Obstacle Two: The Native American Way of Teaching---A Lost Pedagogy |
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32 | (13) |
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Identifying Oneida Culture Values |
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34 | (1) |
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Culture Interview Procedure |
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35 | (1) |
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Sequence Summary for Developing the Culture Interview |
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36 | (1) |
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Culture Interview Transcription and Analysis |
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37 | (2) |
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The Participating Teacher |
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39 | (1) |
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40 | (1) |
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Documenting the Teacher's Beliefs about an Indian Way of Teaching and How CGI Corresponds With that Way |
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40 | (1) |
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41 | (4) |
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45 | (22) |
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46 | (4) |
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The Belief in the Creator |
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47 | (1) |
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The Importance of Harmony |
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47 | (1) |
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The Importance of Generosity |
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48 | (1) |
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The Importance of Cooperation |
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49 | (1) |
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Interconnectedness of all Values |
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49 | (1) |
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The Oneida View of the Child |
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50 | (1) |
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The Oneida Way of Teaching Children |
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51 | (3) |
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Principle #1: Teacher as Facilitator: Indirect Rather than Direct Instruction |
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51 | (1) |
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Principle #2: Problem Solving that is Sense-making |
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52 | (1) |
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Principle #3: Problems Based on Lived Experiences of the Students and Culturally Contextualized |
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52 | (1) |
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Principle #4: Cooperative Rather than Competitive Instruction |
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53 | (1) |
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Principle #5: Time-generous Rather than Time-driven Instruction |
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53 | (1) |
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The Native American Perspective on Authority Figures |
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54 | (1) |
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The Kindergarten Teacher's Views about CGI |
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55 | (6) |
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Video Segment #1: St. Patrick's Day Lesson |
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56 | (1) |
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Teacher's Comments about Video Segment #1 |
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56 | (1) |
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Video Segment #2: St. Patrick's Day Lesson Continued |
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57 | (1) |
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Teacher's Comments about Video Segment #2 |
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57 | (1) |
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Video Segment #3 St. Patrick's Day Continued |
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58 | (1) |
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Teacher's Comments about Video Segment #3 |
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58 | (2) |
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Video Segment #4: A Lesson on Sharing |
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60 | (1) |
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Teacher's Comments about Video Segment #4 |
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60 | (1) |
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Additional Interview Transcript Analysis |
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61 | (3) |
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Topic 1: The Teacher's Beliefs about the Cultural Compatibility of Cognitively Guided Instruction |
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61 | (1) |
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Topic 2: The Teacher's Beliefs about how Cognitively Guided Instruction Influenced Her Students |
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62 | (1) |
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Topic 3: The Teacher's Beliefs about how Cognitively Guided Instruction Influenced Her Teaching |
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62 | (1) |
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Topic 4: The Teacher's Attitudes about Mathematics before and after Working with Cognitively Guided Instruction |
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63 | (1) |
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The Problem Solving Ability of Oneida Kindergartners |
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64 | (1) |
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Analysis of Oneida Kindergartner Solution Strategies |
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64 | (3) |
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Separate (Result Unknown) |
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64 | (1) |
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64 | (1) |
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65 | (1) |
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65 | (1) |
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65 | (1) |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (78) |
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67 | (1) |
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68 | (1) |
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Determining the Cultural Compatibility of CGI |
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68 | (1) |
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Investigating the Deep Cultural Values that Influence Traditional Oneida Instruction |
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69 | (4) |
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How CGI Enhances Oneida/Native American Pedagogy |
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73 | (2) |
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Topic 1: The Teacher's Beliefs about the Cultural Compatibility of CGI |
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73 | (1) |
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Topic 2: The Teacher's Beliefs about how CGI Influenced Her Students 80 |
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74 | (1) |
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Topic 3: The Teacher's Beliefs about how CGI Influenced Her Teaching |
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74 | (1) |
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Topic 4: The Teacher's Attitudes about Mathematics before and after CGI |
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74 | (1) |
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Developing Culturally Informed Mathematics Instruction |
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75 | (2) |
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Mathematics Instruction that is Culturally Responsive |
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77 | (1) |
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Problem Solving Success of Oneida Kindergartners Taught with CGI |
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77 | (2) |
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79 | (1) |
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80 | (1) |
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80 | (3) |
| Appenndices |
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Appendix A. Cognitively Guided Instruction Problem Types and Solution Strategie |
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83 | (4) |
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Appendix B. School Board Approval Letter |
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87 | (2) |
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Appendix C. Oneida Culture Documents |
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89 | (4) |
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Appendix D. Interview Examples |
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93 | (6) |
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Appendix E. Culture Analysis |
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99 | (16) |
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Appendix F. Participating Teacher's Comments Before CGI |
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115 | (2) |
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Appendix G. Topical Interview Analysis |
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117 | (6) |
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Appendix H. Parent Consent Letter |
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123 | (2) |
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Appendix I. Oneida Kindergarten Solution Strategy Analysis |
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125 | (20) |
| Bibliography |
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145 | |
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