From Ethnomathematics to Ethnocomputing
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Ethnomathematics and the Aboriginal Leadership Year (--THIS SECTION DOES NOT PRINT--)
QUICK DESIGN GUIDE QUICK TIPS (--THIS SECTION DOES NOT PRINT--) Ethnomathematics and the Aboriginal Leadership Year (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36”x48” This PowerPoint template requires basic PowerPoint professional poster. It will save you valuable time Dr. Bernadette Dececchi (version 2007 or newer) skills. Below is a list of placing titles, subtitles, text, and graphics. commonly asked questions specific to this template. Ms. Michela Ferguson If you are using an older version of PowerPoint some Use it to create your presentation. Then send it to template features may not work properly. PosterPresentations.com for premium quality, same day affordable printing. students were below the requirements of even the remedial class. Instead of starting Using the template BACKGROUND at the level where the students were functioning and bringing them to a more acceptable level, the students were expected to function at the level of the class We provide a series of online tutorials that will The Aboriginal Leadership Opportunity Year (ALOY) is a one year opportunity for more in line with year one classes. These students were lost and had a hard time Verifying the quality of your graphics guide you through the poster design process and selected First Nations, Inuit and Métis Aboriginal candidates from across Canada to following and had lost confidence I their ability to do well. This reinforced the feeling attend the Royal Military College of Canada (RMCC) in Kingston. At RMCC the that they were unable to do mathematics, as they were failing the remedial Go to the VIEW menu and click on ZOOM to set your answer your poster production questions. -
Arismendi-Pardi, Eduardo Jesus What Is Ethnomathematics And
DOCUMENT RESUME ED 430 804 SE 062 589 AUTHOR Arismendi-Pardi, Eduardo Jesus TITLE What Is Ethnomathematics and Why Should We Teach It? Crossing Cultures: Communicating through the Curriculum. PUB DATE 1999-04-00 NOTE 18p.; Paper presented to the National Conference of the Center for the Study of Diversity in Teaching and Learning in Higher Education (San Diego, CA, April, 1999). PUB TYPE Opinion Papers (120)-- Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Enrichment; *Curriculum Development; *Ethnography; Higher Education; Learning Strategies; *Mathematics Instruction; Teaching Methods IDENTIFIERS *Ethnomathematics ABSTRACT This paper defines ethnomathematics and reviews the methods used to incorporate this philosophy into the current teaching of mathematics. Ethnomathematics rejects inequity, arrogance, and bigotry while challenging the Eurocentric bias that denies the mathematical contributions and rigor of other cultures. A review of the literature shows that the teaching of ethnomathematics will bring awareness to students that Europe is not now nor was it ever the center of civilization. Ultimately, this methodwill present an accurate history of mathematics, use a variety of examples tosolve problems from a variety of cultures, and recognize that learning mathematics is a unique process for every individual. (CCM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** WHAT IS ETHNOMATHEMATICS AND WHY SHOULDWE TEACH IT? Crossing Cultures: Communicating Through the Curriculum U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS E UCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) frpitni1ocument has been reproduced as received from the person or organization originating it. -
FUNDAMENTALS of COMPUTING (2019-20) COURSE CODE: 5023 502800CH (Grade 7 for ½ High School Credit) 502900CH (Grade 8 for ½ High School Credit)
EXPLORING COMPUTER SCIENCE NEW NAME: FUNDAMENTALS OF COMPUTING (2019-20) COURSE CODE: 5023 502800CH (grade 7 for ½ high school credit) 502900CH (grade 8 for ½ high school credit) COURSE DESCRIPTION: Fundamentals of Computing is designed to introduce students to the field of computer science through an exploration of engaging and accessible topics. Through creativity and innovation, students will use critical thinking and problem solving skills to implement projects that are relevant to students’ lives. They will create a variety of computing artifacts while collaborating in teams. Students will gain a fundamental understanding of the history and operation of computers, programming, and web design. Students will also be introduced to computing careers and will examine societal and ethical issues of computing. OBJECTIVE: Given the necessary equipment, software, supplies, and facilities, the student will be able to successfully complete the following core standards for courses that grant one unit of credit. RECOMMENDED GRADE LEVELS: 9-12 (Preference 9-10) COURSE CREDIT: 1 unit (120 hours) COMPUTER REQUIREMENTS: One computer per student with Internet access RESOURCES: See attached Resource List A. SAFETY Effective professionals know the academic subject matter, including safety as required for proficiency within their area. They will use this knowledge as needed in their role. The following accountability criteria are considered essential for students in any program of study. 1. Review school safety policies and procedures. 2. Review classroom safety rules and procedures. 3. Review safety procedures for using equipment in the classroom. 4. Identify major causes of work-related accidents in office environments. 5. Demonstrate safety skills in an office/work environment. -
Speaker Biographies June 29, 2021
Summit on Diversity, Equity, Inclusion, and Anti-Racism in 21st Century STEMM Organizations June 29-30, 2021 | Virtual Event Speaker Biographies June 29, 2021: The systemic and structural nature of racism and bias Welcoming Remarks John L. Anderson is president of the National Academy of Engineering since July 1, 2019. He was born in Wilmington, DE, and received his undergraduate degree from the University of Delaware in 1967 and PhD degree from the University of Illinois at Urbana-Champaign in 1971, both in chemical engineering. He was most recently Distinguished Professor of Chemical Engineering and president (2007–2015) of the Illinois Institute of Technology (IIT). Before that he was provost and executive vice president at Case Western Reserve University (2004–2007), following 28 years at Carnegie Mellon University, including 8 years as dean of the College of Engineering and 11 years as head of the Chemical Engineering Department. He began his professional career as an assistant professor of chemical engineering at Cornell University (1971–1976). Dr. Anderson was elected to the NAE in 1992 for contributions to the understanding of colloidal hydro-dynamics and membrane transport phenomena and was elected an NAE councillor in 2015. His service also includes numerous National Academies activities, such as the Committee on Determining Basic Research Needs to Interrupt the Improvised Explosive Device Delivery Chain (chair); Committee on Review of Existing and Potential Standoff Explosives Detection Techniques (chair); Organizing Committee for the National Security and Homeland Defense Workshop (cochair); Board on Chemical Sciences and Technology (cochair); and Ford Foundation Minority Postdoctoral Review Panel on Physical Sciences, Mathematics, and Engineering. -
Radical Love As Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation
Journal of Urban Mathematics Education May 2021, Vol. 14, No. 1, pp. 71–95 ©JUME. https://journals.tdl.org/jume Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation Cathery Yeh Ricardo Martinez Chapman University University of Nebraska–Lincoln Sarah Rezvi Shraddha Shirude University of Illinois at Chicago Seattle Public Schools Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We de- scribe key concepts and examples of the ethos of ethnic studies. KEYWORDS: ethnic studies, love, mathematics for liberation, transformative resistance CATHERY YEH is an Assistant Professor at Chapman University in the Attallah College of Educational Studies, 1 University Dr., Orange, CA 92866; email: [email protected]. Her re- search focuses on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and organizing. RICARDO MARTINEZ is Assistant Professor in Mathematics Education in the Department of Teaching, Learning and Teacher Education at the University of Nebraska–Lincoln, 1430 Vine St., Lincoln, NE 68505; email: [email protected]. His research centers on paradigms of critical youth studies in mathematics education. SARAH REZVI is a doctoral student at the University of Illinois at Chicago in the College of Education, 1040 W. Harrison St., Chicago, IL 60607; email: [email protected]. -
Top 10 Reasons to Major in Computing
Top 10 Reasons to Major in Computing 1. Computing is part of everything we do! Computing and computer technology are part of just about everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments deal with us. Understanding different dimensions of computing is part of the necessary skill set for an educated person in the 21st century. Whether you want to be a scientist, develop the latest killer application, or just know what it really means when someone says “the computer made a mistake”, studying computing will provide you with valuable knowledge. 2. Expertise in computing enables you to solve complex, challenging problems. Computing is a discipline that offers rewarding and challenging possibilities for a wide range of people regardless of their range of interests. Computing requires and develops capabilities in solving deep, multidimensional problems requiring imagination and sensitivity to a variety of concerns. 3. Computing enables you to make a positive difference in the world. Computing drives innovation in the sciences (human genome project, AIDS vaccine research, environmental monitoring and protection just to mention a few), and also in engineering, business, entertainment and education. If you want to make a positive difference in the world, study computing. 4. Computing offers many types of lucrative careers. Computing jobs are among the highest paid and have the highest job satisfaction. Computing is very often associated with innovation, and developments in computing tend to drive it. This, in turn, is the key to national competitiveness. The possibilities for future developments are expected to be even greater than they have been in the past. -
Open Dissertation Draft Revised Final.Pdf
The Pennsylvania State University The Graduate School ICT AND STEM EDUCATION AT THE COLONIAL BORDER: A POSTCOLONIAL COMPUTING PERSPECTIVE OF INDIGENOUS CULTURAL INTEGRATION INTO ICT AND STEM OUTREACH IN BRITISH COLUMBIA A Dissertation in Information Sciences and Technology by Richard Canevez © 2020 Richard Canevez Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2020 ii The dissertation of Richard Canevez was reviewed and approved by the following: Carleen Maitland Associate Professor of Information Sciences and Technology Dissertation Advisor Chair of Committee Daniel Susser Assistant Professor of Information Sciences and Technology and Philosophy Lynette (Kvasny) Yarger Associate Professor of Information Sciences and Technology Craig Campbell Assistant Teaching Professor of Education (Lifelong Learning and Adult Education) Mary Beth Rosson Professor of Information Sciences and Technology Director of Graduate Programs iii ABSTRACT Information and communication technologies (ICTs) have achieved a global reach, particularly in social groups within the ‘Global North,’ such as those within the province of British Columbia (BC), Canada. It has produced the need for a computing workforce, and increasingly, diversity is becoming an integral aspect of that workforce. Today, educational outreach programs with ICT components that are extending education to Indigenous communities in BC are charting a new direction in crossing the cultural barrier in education by tailoring their curricula to distinct Indigenous cultures, commonly within broader science, technology, engineering, and mathematics (STEM) initiatives. These efforts require examination, as they integrate Indigenous cultural material and guidance into what has been a largely Euro-Western-centric domain of education. Postcolonial computing theory provides a lens through which this integration can be investigated, connecting technological development and education disciplines within the parallel goals of cross-cultural, cross-colonial humanitarian development. -
Ethnic Lobbying and Diaspora Politics in the US the Case of the Pro
Title: Ethnic Lobbying and Diaspora Politics in the U.S. The Case of the Pro-Palestinian Movement Author: Michelle M. Dekker, 3001245 Billitonkade 74, 3531 TK, Utrecht The Netherlands Email: [email protected] Course Information: Universiteit Utrecht MA Internationale Betrekkingen in historisch perspectief (International Relations in an historical perspective) 200400645 Ges-Thesis Hand-in date : May 25, 2010 Ethnic Lobbying and Diaspora Politics in the U.S. The Case of the Pro-Palestinian Movement M.M. Dekker - 3001245 Table of Contents Introduction ....................................................................................................................................................... 3 Chapter One .................................................................................................................................................... 10 Ethnic Lobbying in the US ..................................................................................................................... 12 Influential Ethnic Lobbies in the US .................................................................................................. 15 Ethnic Lobbying Strategies ................................................................................................................... 20 Electoral Power .................................................................................................................................... 20 Financial Resources ........................................................................................................................... -
Decolonizing Education with Anishinaabe Arcs: Generative STEM As a Path to Indigenous Futurity
Education Tech Research Dev (2020) 68:1569–1593 https://doi.org/10.1007/s11423-019-09728-6 CULTURAL AND REGIONAL PERSPECTIVES Decolonizing education with Anishinaabe arcs: generative STEM as a path to indigenous futurity Ron Eglash1 · Michael Lachney2 · William Babbitt3 · Audrey Bennett4 · Martin Reinhardt5 · James Davis3 Published online: 19 December 2019 © Association for Educational Communications and Technology 2019 Abstract This paper introduces a generative framework in which translations of Indigenous knowl- edge systems can expand student agency in science, technology, engineering, and math- ematics (STEM). Students move from computer simulations to physical renderings, to repurposing STEM innovation and discovery in the service of Indigenous community development. We begin with the math and computing ideas in traditional Anishinaabe arcs; describe their translation into software and physical rendering techniques, and fnally their workshop implementation with a mix of Native and non-Native students. Quantitative and qualitative analyses of pre-survey and post-survey data indicate increases in students’ understanding of Indigenous knowledge, their creative ability to utilize it in moving from algorithmic to physical designs, and their visions for new hybrid forms of Indigenous futu- rity. We use these fndings to argue that culture-based education needs to shift from a vin- dicationist mode of admiring ancient achievements, to one that highlights students’ agency in a generative relationship with cultural knowledge. Keywords STEM education · Native American · Indigenous knowledge · Educational technology · Design agency Introduction While culturally responsive education has been a promising trend, it is also a tricky path to navigate. Take, for example, ethnomathematics, which endeavors to “translate” between Indigenous math concepts and their Western equivalents. -
How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses
EURASIA Journal of Mathematics, Science and Technology Education, 2021, 17(2), em1939 ISSN:1305-8223 (online) OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/9673 Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses Uba Umbara 1,2*, Wahyudin Wahyudin 2, Sufyani Prabawanto 2 1 Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Kuningan, INDONESIA 2 Department of Mathematics Education, Universitas Pendidikan Indonesia, INDONESIA Received 25 March 2020 ▪ Accepted 10 January 2021 Abstract This article discusses Cigugur indigenous communities’ custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological -
Cloud Computing and E-Commerce in Small and Medium Enterprises (SME’S): the Benefits, Challenges
International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Cloud Computing and E-commerce in Small and Medium Enterprises (SME’s): the Benefits, Challenges Samer Jamal Abdulkader1, Abdallah Mohammad Abualkishik2 1, 2 Universiti Tenaga Nasional, College of Graduate Studies, Jalan IKRAM-UNITEN, 43000 Kajang, Selangor, Malaysia Abstract: Nowadays the term of cloud computing is become widespread. Cloud computing can solve many problems that faced by Small and medium enterprises (SME’s) in term of cost-effectiveness, security-effectiveness, availability and IT-resources (hardware, software and services). E-commerce in Small and medium enterprises (SME’s) is need to serve the customers a good services to satisfy their customers and give them good profits. These enterprises faced many issues and challenges in their business like lake of resources, security and high implementation cost and so on. This paper illustrate the literature review of the benefits can be serve by cloud computing and the issues and challenges that E-commerce Small and medium enterprises (SME’s) faced, and how cloud computing can solve these issues. This paper also presents the methodology that will be used to gather data to see how far the cloud computing has influenced the E-commerce small and medium enterprises in Jordan. Keywords: Cloud computing, E-commerce, SME’s. 1. Introduction applications, and services) that can be rapidly provisioned and released with minimal management effort or service Information technology (IT) is playing an important role in provider interaction.” [7]. From the definition of NIST there the business work way, like how to create the products, are four main services classified as cloud services which are; services to the enterprise customers [1]. -
TEEM 2009 V1n1.Pub
ISSN# Volume 1, Issue 1, Fall 2009 Teaching for Excellence and Equity In Mathematics a publication of an Affiliate Organization of the National Council of Teachers of Mathematics From the Editors ¡Bienvenidos! It is an exciting privilege to welcome everyone to the debut issue of this refereed TODOS journal: Teaching for Excellence and Equity in Mathematics . Let us introduce our TEEM team of editors. Cynthia Anhalt has been an editor and contributor for Noticias de TODOS and is currently on the Instructional Faculty in Mathematics Education at The University of Arizona in Tucson, AZ. Larry LesserLesser has also been an editor and contribu- tor for Noticias de TODOS and is an Associate Professor of Mathematics Education at The Uni- versity of Texas at El Paso. Miriam Leiva is the founding president of TODOS, is Distinguished Professor of Mathematics Emerita at the University of North Carolina Charlotte, and is an au- thor of Houghton Mifflin Harcourt Mathematics. Collectively, the editors have served on sev- eral national editorial or research boards, have published on equity/ELL issues in mathematics and statistics education, and have precollege teaching experience. Since its launch in Spring 2005, the semiannual periodical Noticias de TODOS has served as much more than TODOS’ newsletter by also including quality peer-reviewed and invited arti- cles on pedagogical activities, curriculum, and issues on topics of interest. This past winter, the Board of TODOS voted to create TEEM as a separate (for now, annual) publication to focus on teacher-oriented articles to incorporate ideas for excellence and equity into teaching practices. As stated in the flyer released at the 2009 NCTM annual meeting, TEEM ’s intended audience includes math educators, practitioners, leaders, and administrators at all levels.