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Culturally Connecting Geometry through Storytelling

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Bibliographic Details
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
FullText Text:
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  Data: Culturally Connecting Geometry through Storytelling
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher%3A+Learning+and+Teaching+PK-12%22"><i>Mathematics Teacher: Learning and Teaching PK-12</i></searchLink>. 2025 118(5):346-356.
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  Data: 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/
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  Data: 10.5951/MTLT.2023.0362
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  Data: 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.
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        Value: 10.5951/MTLT.2023.0362
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        PageCount: 11
        StartPage: 346
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      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Story Telling
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: Reservation American Indians
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Language Usage
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      – SubjectFull: Montana
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      – TitleFull: Culturally Connecting Geometry through Storytelling
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