The Schema-based Mathematics Study: Enriching Mathematics Teaching and Learning Using a Culture-sensitive Curriculum
Bibliographic record
Abstract
Declining enrolment in mathematics and related fields is a common problem in present-day academic world. In many indigenous cultures worldwide, the flight from mathematics and science, noticeable even in advanced, technologically oriented societies, assumes alarming proportions. In Canada, for example, low enrolment and high dropout rates from mathematics and science courses are common among aboriginal students. The few who persist and complete their mathematics courses in high school often end up with low grades, a situation that has resulted in the paucity of qualified aboriginal students in mathematics-related careers at higher levels of education. Several researchers have opined that the situation arises due to the lack of relevance of school mathematics and science to the aboriginal learner's everyday life and culture. Therefore, they argued that cultural practices, ideas, and beliefs (the students‘ schema) that would connect the school to the community in which it exists and functions should be incorporated into the mathematics curriculum. This study implemented an innovative (culture-sensitive) mathematics curriculum, developed with the active participation of community Elders, in the Walpole Island First Nation elementary school in Ontario, Canada. Results showed that students who were taught with the culture-sensitive curriculum performed significantly better than their counterparts taught with the existing (regular) provincial curriculum. Les inscriptions décroissantes en mathématiques et domaines annexes représentent un problème majeur de niveau international dans le monde académique. Cette fuite des mathématiques et des sciences qui a lieu non seulement dans les cultures autochtones mais aussi dans les sociétés technologiquement avancées prend des proportions alarmantes. Au Canada par exemple, les étudiants autochtones s‘inscrivent peu en mathématiques et en sciences ou abandonnent souvent ces études. Ceux qui persistent et qui finissent leurs cours de mathématiques au lycée obtiennent souvent des notes assez basses, une situation qui entraine une pénurie d‘étudiants autochtones qualifiés en mathématiques et domaines annexes à l‘université. Certains chercheurs pensent que cette situation est due au fait que les mathématiques et sciences scolaires n‘ont aucun rapport avec la vie quotidienne et la culture des étudiants autochtones. C‘est la raison pour laquelle ils pensent que les pratiques culturelles, les idées et les croyances des communautés locales (schémas des étudiants) devraient être insérées dans les programmes de mathématiques. Ceci permettrait de connecter l‘école directement aux communautés. Cette étude a mis en œuvre un curriculum de mathématiques innovant et sensible à la culture. Il a été conçu avec la participation active des anciens de la communauté dans l‘école élémentaire des Premières Nations de l‘Île de Walpole en Ontario au Canada. Les résultats montrent que ceux qui ont suivis les cours par le biais du curriculum basé sur la culture ont eu des résultats nettement supérieurs à ceux qui ont suivi les programmes provinciaux officiels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".