View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Bridging Policy and Practice with Ethnomathematics Linda H.L. Furuto, Ph.D. University of Hawaiʻi – West Oʻahu Mathematics/Science Subdivision 96-129 Ala Ike C104E, Pearl City, HI 96782 Email: [email protected] Tel.: 808-454-4830 Fax: 808-453-6176 Journal of Mathematics & Culture 31 September 2013 7(1) ISSN – 1558 - 5336 Abstract In an effort to bridge policy and practice in diverse populations, research was conducted at U.S. higher educational institutions (Harvard, UCLA, University of Hawai‘i) in the field of ethnomathematics. Ethnomathematics addresses first, how cultural values affect teaching, learning, and curriculum; and second, how mathematics education affects schooling process dynamics. A macroperspective provides a foundation for exploring the policy framework that will be bridged by ethnomathematics to explore practices at the school level (equity and quality education, building successful partnerships, mentoring in diverse populations). This has been accomplished primarily through the Hōkūle‘a, a voyaging canoe internationally renowned for rekindling the Pacific tradition of celestial navigation to locations such as Tahiti, Rarotonga, Micronesia, Japan, and the U.S., and is preparing for a worldwide voyage in 2013 of which the author will be participating in. It is a vehicle to explore real-world mathematics applications in global communities, and represents resourcefulness, inventiveness, wisdom grounded in the past, and hope for the future. Journal of Mathematics & Culture 32 September 2013 7(1) ISSN – 1558 - 5336 He lawai‘a no ke kai papa‘u, he pōkole ke aho; he lawai‘a no ke kai hohonu he loa ke aho. A fisherman of the shallow sea uses only a short line; a fisherman of the deep sea has a long line. This ‘Ōlelo No‘eau (proverb) was the guiding saying of the research study. One whose knowledge is shallow does not have much, but one whose knowledge is deep has the ability to deepen perspectives through partnerships with culture and traditions that permeate pedagogy, practices, and values. In an effort to bridge policy and practice in diverse populations, research focuses on a study conducted at U.S. higher educational institutions (Harvard University, UCLA, and the University of Hawai‘i) in the field of ethnomathematics. Ethnomathematics refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural education, including race/ethnicity, socioeconomic class, and special needs (D’Ambrosio, 2001). It allows us to address how cultural values can affect teaching, learning, and curriculum; and how mathematics education can then affect political and social dynamics in the schooling process. A macroperspective of mathematics at the national, state, and local levels provides a foundation for exploring the policy framework. This will then be bridged by ethnomathematics in order to view practices at the grassroots, school level. As examples of ethnomathematics, the University of Hawai‘i – West O‘ahu has implemented the following: (1) equity and quality education, (2) building successful partnerships and practices, and (3) mentoring in diverse populations. This has been made possible by a National Science Foundation grant and has been Journal of Mathematics & Culture 33 September 2013 7(1) ISSN – 1558 - 5336 accomplished primarily through the Hōkūle‘a, “star of gladness,” a double-hulled Hawaiian voyaging canoe that is an integral part of research. Policy Framework A number of studies show Hawaiʻi’s reference to national and international populations. The Programme for International Student Assessment (PISA) is a triennial survey of the knowledge and skills of 15 year olds. It is the product of collaboration between participating countries and economies through the Organisation for Economic Cooperation and Development (OECD). More than 400,000 students in 57 countries making up close to 90% of the world economy took part in PISA 2006. The focus was on science but the assessment also included reading and mathematics and collected data on student, community, and institutional factors that could help to explain differences in performance such as culture and family background (PISA, 2006). The U.S. currently ranks 25th out of 30 OECD countries in mathematics. In the 2003 PISA study, although the U.S.’s ranking remained fairly static, 24th out of 29 OECD countries, the mean score dropped from 483 in 2003 to 474 in 2006. By contrast, top ranking countries Finland and Korea increased (Finland 544 to 548; Korea 542 to 547). Mexico, ranked last both times, improved its score from 385 in 2003 to 411 in 2006. Although the U.S. relative ranking has stayed constant, the overall mean scores of the countries at the top and bottom increased (OECD, 2009). We know the U.S. has challenges to overcome, but some states are performing extremely well such as Massachusetts. Near the other end of the spectrum is Hawai‘i. The National Assessment of Educational Progress (NAEP) mathematics assessment is administered periodically to 4th and 8th graders. NAEP results serve as a common metric for all states and Journal of Mathematics & Culture 34 September 2013 7(1) ISSN – 1558 - 5336 selected urban districts. In a state comparison of NAEP 8th grade mathematics average scaled scores from the 2007 assessment, Hawai‘i’s average scale score of 269 is significantly lower than the national average of 280. In fact, Hawai‘i is ranked 47 out of 50 states (NCES, 2007). According to the University of Hawai‘i Vice President of Community Colleges John Morton, “This [mathematics] is not a new problem, what is new is that we’re working together” (Morton, J., Personal Conversation, October 10, 2011). Hawai‘i is the only statewide school district in the country, and it has functioned this way since before it became a state. Its first public school law in 1840 included a centralized structure. According to the University of Hawai‘i Institutional Research Office, 77.0% of the 7,754 public, parochial, and independent school students go on to attend one of the University of Hawai‘i 10 campuses (UH IRO, 2012). In spite of these illuminating statistics, the first statewide Mathematics Summit “Defining the Mathematics Crisis”, designed to facilitate discussion and action on raising mathematics achievement levels of Hawai‘i students to ensure college and career success was held in 2008. This is a collaborative effort between the major stakeholders in the state, the University of Hawai‘i Systemwide Office and State of Hawai‘i Department of Education. Each of these perspectives will be examined in further detail. The goals of the continuing State of Hawai‘i Mathematics Summit series are to: (1) improve the mathematics pipeline leading to career and college ready mathematics, (2) improve alignment of courses so that students transition smoothly between institutions and courses, and (3) prepare more qualified and effective mathematics teachers/instructors. The State of Hawai‘i Department of Education is doing its part to raise mathematics preparation of all graduates by revising mathematics benchmarks, quality education, and graduation requirements. Specifically, this includes an increase of 3 to 4 credits of mathematics Journal of Mathematics & Culture 35 September 2013 7(1) ISSN – 1558 - 5336 for the graduating class of 2013. The goal is to have 50% of students achieve the DOE recognition diploma in 2013, and 80% by 2018. Students will need to achieve, at the minimum, the level of algebra II. Incentives for completing the DOE recognition diploma include scholarships, college admission with honors, placement into college level mathematics courses, and carpentry or dry wall apprenticeship program application test waivers. State Superintendent Patricia Hamamoto has clearly expressed, “We need to figure out how to reach our students that are different learners. Drill and kill doesn’t work anymore. Our future teachers have to be solid in content and pedagogy. We spend too much money in the DOE on re-teaching our mathematics teachers” (Hamamoto, P., Personal Conversation, January 19, 2009). In the past, many students taking algebra 2 went on to major in STEM fields. However, now, the students in algebra 2 classrooms comprise of a more diverse group of students who have differing learning styles. We need teachers to teach to the strengths of the students, and not rely habitually on methods that may have worked for the advanced students. Thus, given various career paths, how do we help students transition into University of Hawai‘i colleges and universities? For students entering the remedial and development courses, how does policy help them transition into college-level courses? We need to improve the mathematics pipeline leading to career and college ready mathematics so that we not only increase the number of students earning degrees, but more specifically increase the number of STEM degrees. The University of Hawaiʻi systemwide strategic goal for degrees and certificates of achievement earned is an increase of 3-6% per year and an increase in the number of University of Hawaiʻi STEM degrees by 3% per year. Not enough students performing well in University of Hawaiʻi pipeline to higher level mathematics courses. Only 1/5 of entering University of Hawaiʻi community college students successfully Journal of Mathematics & Culture 36 September 2013 7(1) ISSN – 1558 - 5336 completed a remedial/developmental mathematics course in Fall 2006. 5,538 students began in the entering cohort, and only 1,149 successfully completed at least one remedial/development course in their first academic year (UH IRO, 2012). There is a huge leak in the pipeline. University of Hawaiʻi production falls significantly short in terms of annual teacher vacancies, and this has been a major area of focus in recent years. In AY2007-2008, there were 418 qualified mathematics teachers. However, in 2007-2015 the state is projected to need 1,432 qualified mathematics teachers, and last year the total University of Hawaiʻi systemwide production of mathematics education majors was 28.