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计划，以收集和记录关于社区在决定和支持土著社区有效的数学和科学教育中的作用的新思维。我们将召集一个兼收不蓄的国际创新者团体，他们对社会理想、价值观和行为标准有着深刻的认识，这些观念塑造了当地成功的数学和科学教育方法。每个成员都会有深度的经验思考。跳出框框。创造成功的创新，在真实的社区中产生有意义的变化。这种努力开发解决方案（克服困难）的共同经验形成了一条共同的线索，我们相信这将帮助参与者将他们的观点和意图作为一个群体交织在一起。重点阐述了一套真正具有变革性的理念，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，一个主要由本地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一个为期五天的研究所召开会议。讨论将集中在社区在决定和支持教育方面的作用，通过解决传统/西方数学和科学/知识/方法、文化响应课程、教师准备/文化导向、语言复兴和语言维护、土著研究议程、替代评估模式和技术援助/支持结构之间的紧张关系。参与者将报告他们自己的工作，并围绕特定的分主题在较小的工作组中进行深入讨论。到会议结束时，工作组将制定一项议程和行动计划，指导今后的活动。在第二阶段，由工作组提名的最多四人组成的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，并通过一系列互动研讨会、小组讨论和/或个人演讲，介绍工作组。美国的愿景和议程，并从从事社区驱动教育的教育工作者和社区成员那里征求意见。在第三阶段，工作组的两名成员将出席三年期世界土著人民会议。来自世界各地致力于实现教育改革和转型的人士参加了这次会议。工作组的参与者将在本次会议上举办讲习班，并向参与类似工作的进一步扩大的小组寻求咨询和投入。在工作的所有阶段，将继续建立一个以网络为基础的互动社区，以方便即时联系和沟通。智力优势：越来越多的知识渊博的数学和科学教育者和其他人将继续努力定义土著的认识方式和教育哲学，激发在学校教育中使用土著知识的越来越多的对话，并促进土著知识在教育课程中的更多整合。广泛影响：学习成果将有助于新兴的国际学术工作机构，该机构描绘了当地文化背景如何促进所有学生在数学和科学方面的学术成功。

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.