民族文化与础数学教育的整合——美国阿拉斯加州文化数学项目个案研究.pdfVIP

Abstract MathinaCultural a Context MCC isprojectdevelopedtogether of schooldistricts Alaska，theindigenouscommunity,and byUniversity the ectisto ofsoutheastAlaska．Theaimof proj developsupplemental mathematicscurriculum．Thecurriculumwas school elementary fortheAlaska some in life up practicesdaily developed context，picking whichthe kidsarefamiliarwithasactivities，then young embedding intothose sometraditionalstoriesas mathematics activities，and learning effortsdoaretomakenativechildrenfor well．Allofthese they ready leveltheresearches curriculum statistical learningcountry smoothly．In makeclearthatMCChas fine the effects，with acquired heightening ofnativechildren tries academicachievements outstandingly．Thepaper reformin to someadvicestothemathematicscurriculum provide areaofour and minoritynationality countrythroughintroducing MCC． analyzing three in first isthe Thereare partsmypaper．Thepart introduction， thereasonsofthe andthe some presenting study review,defining inthis and methods article． describingmystudy using conception Thesecondisthemain of four part part myarticle，including first introducedthe ofMCCfromthe chaper origins chapters．The Irelateditfromtwo ofcultureinEducation．And aspects，the perspective education mathematicseducation．The andthe indigenous contemporary ll second introducedtheMCC．Aftershowedthe chapter background， theachievementof elaborated establishment，aim，and MCC，I curriculum， researchofthe ect．MCC’Stheoretical teachers，and proj framework makesconnectionsbetweentraditional culture，and mathematics，Yup’ik coreof MCCisEthnomathematics．MCCmoduleare pedagogy．The culturalbasedandaddress ofMCCmeet standard．Pedagogy Yup’ikways of third thesuccessofMCCfromthe knowing．Thecharptanalyzed of thelast perspective Vygotsky’Stheoryindigenousknowledge．And discussedthe thatMCCistothereformofmathematics charpt inspiration courseinour area． minoritynationality MathinaCultural Key Curriculum； Words：CulturallyResponsive Ethnomathematics