June 15, 2019
June 15, 2019
October 19, 2019
Minorities in Engineering
Work-in-Progress: Alternative developmental math curriculum designed to accelerate the sequential course work by implementing quantitative reasoning.
Parker, Michael, Cankdeska Cikana Community College (CCCC), Lori Alfson Nelson, Nueta Hidatsa Sahnish College (NHSC), Vallie, Ann, Nueta Hidatsa Sahnish College (NHSC), Teri A. Allery, Nueta Hidatsa Sahnish College (NHSC), Josh Mattes, PhD., Sitting Bull College (SBC), Karl Haefner, Cankdeska Cikana Community College (CCCC), Austin J. Allard, PhD., Turtle Mountain Community College (TMCC) Robert V. Pieri, PhD., North Dakota State University (NDSU)
The current state of math education at a tribal college / university, TCU, will be presented, particularly with respect to entry into STEM majors. The alternative developmental math curriculum offered at a TCU institution using a modified pedagogical delivery system offers sound mathematical principals based on life-skills with relevant problem-solving, while explicitly addressing other holistic needs of the student such as math anxiety, persistence, mindset, and the value of collaboration (group work). This cooperative work is intended to create a community of learning which is in tune with traditional Native American cultural practices. Students learn to be responsible for their learning, engage in team work, and develop a “can-do” attitude towards mathematics. Implementation of two separate approaches at two separate institutions will be presented.
Parker, M. M., & Nelson, L., & Pieri, R. V., & Allard, A. J., & Vallie, A., & Mattes, J., & Allery, T. A., & Haefner, K. (2019, June), Work in Progress: Alternative Developmental Math Curriculum Designed to Accelerate the Sequential Coursework by Implementing Quantitative Reasoning Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33593
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