Culturally Connecting Geometry through Storytelling
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| Title: | Culturally Connecting Geometry through Storytelling |
|---|---|
| Language: | English |
| Authors: | Heather A. Bleecker, Jacob Ascencio, Ely Goklish |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. 2025 118(5):346-356. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Geometry, Mathematics Instruction, Story Telling, Teaching Methods, Culturally Relevant Education, American Indian Students, Reservation American Indians, Indigenous Knowledge, Learner Engagement, Language Usage |
| Geographic Terms: | Montana |
| DOI: | 10.5951/MTLT.2023.0362 |
| ISSN: | 0025-5769 2330-0582 |
| Abstract: | Teaching diverse student populations effectively requires implementing thoughtfully planned and flexible rich tasks and understanding a community's strengths so students can make meaningful connections to mathematics. Using a culturally relevant teaching approach can develop appropriate geometry vocabulary to support students in articulating their mathematical thinking clearly and accurately but also foster a student-centered classroom that prioritizes building students' agency. This article explores how one group of underrepresented students, Native Americans on the Flathead Reservation, had their needs met through a storytelling approach to teaching geometry. The authors share a culturally relevant, rich task designed to help students deeply engage with geometry by making connections between their lives and mathematical concepts through the integration of storytelling. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1472532 |
| Database: | ERIC |
| Abstract: | Teaching diverse student populations effectively requires implementing thoughtfully planned and flexible rich tasks and understanding a community's strengths so students can make meaningful connections to mathematics. Using a culturally relevant teaching approach can develop appropriate geometry vocabulary to support students in articulating their mathematical thinking clearly and accurately but also foster a student-centered classroom that prioritizes building students' agency. This article explores how one group of underrepresented students, Native Americans on the Flathead Reservation, had their needs met through a storytelling approach to teaching geometry. The authors share a culturally relevant, rich task designed to help students deeply engage with geometry by making connections between their lives and mathematical concepts through the integration of storytelling. |
|---|---|
| ISSN: | 0025-5769 2330-0582 |
| DOI: | 10.5951/MTLT.2023.0362 |
