ERIC Number: ED431615
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Geometry in the Middle Grades: A Multicultural Approach.
Uy, Frederick Lim
After appropriate research, 18 geometry lessons were created using a multicultural approach. The lessons were designed to replace portions of a middle grades geometry curriculum dependent upon standard textbooks, and were piloted in an independent New York City school. The study involved 46 students and lasted for six weeks. The lessons were divided into four units. At the start of each, students were given a mathematical pre-assessment. After the entire unit had been taught, the students completed a post assessment on both the mathematical and the cultural topics. Additionally, students were asked to complete a questionnaire and were interviewed. A daily log of observations was maintained throughout the field trial. Finally, a five-member jury reviewed the lessons and completed an evaluation form. This study supported the claims that (1) students appreciate the contributions of cultures that are different from their own, and (2) linking the study of mathematics with other disciplines and cultures provides more meaning to the mathematics studied. When students were asked why they enjoyed the multicultural approach, most indicated that they saw uses and applications of mathematics outside the classroom and in other cultures that they had not encountered in previous mathematics classes. Also, students appeared to realize that certain mathematics topics could be connected to other disciplines. The results of this study suggest that many students appreciate mathematics topics because they see a direct and human way of applying them. The students appeared to be highly motivated and involved with the lessons, and classroom discussions were lively with broad participation. The jury indicated that (1) there was a nice flow of topics, (2) the sequencing of the lessons was adequate and moved from less difficult to more difficult, and (3) lessons were appropriate for middle grades. Jury members suggested that there should be more in-depth cultural and historical background for each lesson and agreed that the materials fostered awareness, appreciation, and acknowledgment of other cultures. (Contains 62 references.) (Author/NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University.