Bringing Native American Perspectives to Mathematics and Science Teaching.
Bringing Native American Perspectives to Mathematics and Science Teaching.
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将美洲原住民的观点引入数学和科学教学。
DOI：
10.1080/00405849509543677
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发表时间：
1995
影响因子：
3.2
通讯作者：
E. Estrin
中科院分区：
文献类型：
--
作者：
S. Nelson;E. Estrin
很少有人会质疑美国学生的数学和科学教学需要改进的说法。许多鼓动改革的公开言论都围绕着这样一种指控，即这种改革是确保美国经济安全所必需的。有些人对这一论点提出了质疑，他们指出，目前这批受过大学教育的学生甚至没有足够的工作（Bracey，1994; Rotberg，1994）。但撇开这一争议不谈，很明显，来自某些族裔群体的学生在需要高水平数学和科学知识的职业中系统性地代表性不足。美洲印第安学生的情况也许比其他任何群体都要严重，尽管美洲印第安学生有着丰富的文化价值观和经验基础，可以作为他们在数学和科学课程中取得成功的基础，为他们的科学和技术职业做好准备，但他们并没有成功地完成这些课程。事实上，作为一个群体，他们没有成功地完成高中学业：在一些社区，辍学率超过60%。为什么这一切都是真的？我们认为，美国印第安学生在现有的教育体系中没有足够的成功机会，特别是在数学和数学领域。
FEW WOULD QUARREL with the assertion that math-ematics and science instruction for American students needs to improve. Much of the public rhetoric agitating for reform centers around the allegation that such reform is necessary to ensure the economic security of the United States. That contention has been disputed by those who point out that there are not even enough jobs for the current crop of college educated students (Bracey, 1994; Rotberg, 1994). But setting this dispute aside, it is clear that students from certain ethnic groups are systematically underrepresented in careers that require high-level mathematics and scientific knowledge. This is the case for American Indian students, perhaps more than any other group.Despite a rich foundation of cultural values and experiences that could serve as the basis for success in mathematics and science courses that would prepare them for scientific and technical careers, American Indian students do not successfully complete such courses. In fact, as a group, they do not successfully complete high school: In some communities, the dropout rate is greater than 60 percent. Why should all of this be true? We argue that American Indian students have had inadequate opportunities for success in the existing educational system, particularly in the areas of mathematics and