SGER Grant: A Conference to Strengthen Mathematics and Science Education Through Indigenous Knowledge and Ways of Knowing

我们提出了一个三阶段的计划，收集和文件的新思维社区在确定和支持有效的数学和科学教育在土著社区的作用。我们将召集一个兼收并蓄的国际创新者小组，他们对社会理想、价值观和行为标准有着深刻的认识，这些标准塑造了当地成功的数学和科学教育方法。每个成员都将有一个深度的经验思考。并创造出成功的创新，在真实的社区中产生有意义的影响。这种共同努力制定解决方案的经验（克服困难）形成了一条共同的主线，我们相信这将有助于参与者将他们的观点和意图交织在一起，重点是阐明一套真正的变革性想法，即社区参与土著教育如何帮助所有儿童学习数学和科学。在第一阶段，一个主要由土著数学和科学教育工作者和研究人员组成的小型但具有代表性的国际工作组将在为期五天的研究所召开会议。讨论将集中在社区在确定和支持教育的作用，通过导航传统/西方数学和科学/知识/方法之间的紧张关系，文化敏感的课程，教师准备/文化导向，语言振兴和语言维护，土著研究议程，替代评估模式，和技术援助/支持结构。与会者将报告各自的工作，并在较小的工作组中围绕特定的次主题进行深入讨论。在会议结束时，工作组将制定一项议程和行动计划，以指导今后的活动。 在第二阶段，一个由工作组最多四名成员组成的提名理事会将参加选定的数学、科学和土著教育方面的国家会议，并通过一系列互动讲习班、小组讨论和/或个人发言，介绍工作组的愿景和议程，并征求同样从事社区驱动教育的教育工作者和社区成员的意见。 在第三阶段，工作组的两名成员将出席三年一次的世界土著人民会议，该会议将接待来自世界各地致力于实现教育改革和转型的人民。工作组与会者将在这次会议上举办讲习班，并从参与志同道合的努力的这一进一步扩大的小组寻求咨询和投入。在工作的所有阶段，将保持一个网上互动社区，以便利随时联系和沟通。 智力优势：越来越多的知识渊博的数学和科学教育工作者和其他人将继续致力于确定土著人的认识方式和教育哲学，鼓励在学校教育中使用土著知识方面进行越来越多的对话，并促进将土著知识更多地纳入教育课程。 广泛影响：学习将有助于新兴的国际学术工作，描绘当地文化背景促进所有学生在数学和科学方面取得学术成功的方式。

We propose a three-phase plan to gather and document novel thinking about the role of community in determining and supporting effective mathematics and science education in indigenous communities. We will convene an eclectic international group of innovators who have developed deep sensibilities about the social ideals, values, and behavioral standards that have shaped local approaches to successful schooling in mathematics and science. Each member will have a depth of experience thinking .outside the box. and creating successful innovations that make a meaningful difference in real communities. This shared experience of striving to develop solutions (against the odds) forms a common thread that we believe will help participants interweave their perspectives and intentions as a group.with a focus on articulating a set of truly transformative ideas about how community involvement in indigenous education can help all children learn mathematics and science. In Phase I, a small but representative international Working Group of primarily indigenous mathematics and science educators and researchers will convene in a five-day long institute. Deliberations will center on the role of community in determining and supporting education by navigating tensions among traditional/western mathematics and science/knowledge/approaches, culturally responsive curriculum, teacher preparation/cultural orientation, language revitalization and language maintenance, the indigenous research agenda, alternative assessment models, and technical assistance/support structures. Participants will report on their own work and come together for in-depth discussions in smaller work groups around specified sub-themes. By the end of the meeting, the Working Group will develop an agenda and plan of action that will guide future activities. In Phase II, a nominated council of up to four individuals from the Working Group, will attend selected national meetings in mathematics, science, and indigenous education, and via a series of interactive workshops, panels, and/or individual presentations, introduce the Working Group.s vision and agenda, and elicit contributions from educators and community members similarly engaged in community-driven education. In Phase III, two members of the Working Group will attend the triennial World Indigenous People.s conference, which hosts peoples from around the world who are committed to achieving reform and transformation of education. Working Group participants will offer workshops at this conference and seek counsel and input from this further extended group involved in like-minded efforts. A web-based interactive community will remain in place during all phases of the work to facilitate ready connection and communication. Intellectual Merit: A growing group of knowledgeable mathematics and science educators and others who will continue to work toward defining indigenous ways of knowing and educational philosophies, inspire growing dialogues in uses of indigenous knowledge in schooling, and stimulate increased integration of indigenous knowledge in educational curriculum. Broad Impacts: Learnings will contribute to the emerging international body of scholarly work that delineates ways in which local cultural context fosters academic success in mathematics and science for all students.