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COMPARISON OF THE FINAL GRADES OF STUDENTS IN INTERMEDIATE ALGEBRA TAUGHT WITH AND WITHOUT ANETHNOMATHEMATICAL PEDAGOGY

Dr. Eduardo Jesús Arismendi-PardiOrange Coast College

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SOME BACKGROUND

Ethnomathematics

- Culture and mathematics- Non-linear development - Not a singular cultural domain

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AfricaAsiaAmericaArab CountriesWomenWorking Class

PEDAGOGICAL AND ANDRAGOGICAL APPROACHES

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Leads to self-confidence while replacing feelings of alienation toward mathematics with a positive attitude towards mathematics

GLOBAL AND MULTICULTURAL INCLUSION

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Empirical researchGatekeeper courseValidate experience

NATURE OF THE PROBLEM

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To determine if students taking Intermediate Algebra who are taught with an ethnomathematical pedagogy at OCC perform better than those students taking Intermediate Algebra who are taught without anethnomathematical pedagogy

PURPOSE OF STUDY

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"Do students who are taught with an ethnomathematical pedagogy at OCC perform significantly better in Intermediate Algebra than those students who are taught without an ethnomathematical pedagogy?"

RESEARCH QUESTION

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Students who are taught with an ethnomathematical pedagogy at OCC perform significantly better in Intermediate Algebra than those students who are taught without an ethnomathematical pedagogy

RESEARCH HYPOTHESIS

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Intermediate Algebra at OCC- Developmental course- Prerequisite for transfer- Content

OPERATIONAL DEFINITIONS

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Theoretical frame- Ethnomathematics- Multicultural Education

REVIEW OF LITERATURE

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Misconception “. . . math can be taughteffectively . . . without relating to culture . . .”

“Students gain greater appreciation"“All cultures engage in mathematical activity”

ETHNOMATHEMATICS LITERATURE

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"Teaching is a cultural activity"

"Induce creation of knowledge"

"Listening and learning from others"

"Much more than transferring knowledge"

MULTICULTURALEDUCATIONLITERATURE

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Mathematics should not be taught in isolation

SUMMARY

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METHODOLOGY AND PROCEDURES

Quasi-experimental methodology

Population: Intermediate Algebra students at OCC

Sample: Fall 1996 and Fall 2000

Group A: With ethnomathematics

Group B: Without ethnomathematics

Scale conversion: Standard 0.0-4.0

t-Test for independent samples

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There is no statistical significant difference between the mean score in Intermediate Algebra of students who were taught with an ethnomathematical pedagogy at OCC and the mean score in Intermediate Algebra of students who were taught without an ethnomathematical pedagogy

NULLHYPOTHESIS (Ho)

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ALTERNATIVE HYPOTHESIS (Ha)

Students who completed Intermediate Algebra who were taught with an ethnomathematical pedagogy at OCC will have a higher mean score in Intermediate Algebra than those students who completed the course and were taught without an ethnomathematical pedagogy Design APR Inc

t-TEST AND LEVELOF SIGNIFICANCE

Significance level = 0.051-Tail rejection regiont-Test for independent samples

- Random and independent samples- Normal distribution- Common variance

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ASSUMPTIONS

Equal variancesNormal populationSimilar characteristics: Fall 1996 and Fall 2000Grade of W did not affect resultThreat to internal validity

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LIMITATIONS

InstructorOrange Coast CollegeThreat to external validityGeneralizability of resultsThreat to ecological external validity

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Mean of Group A = 2.000Mean of Group B = 1.267Size of Group A = 21Size of Group B = 15Significance level = 0.05Critical t-value = 1.645Calculated t-value = 1.850

RESULTS

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Since the calculated t-value of t = 1.850 exceeds the critical t-value of t = 1.645

at the 0.05 level of statistical significance,the Null Hypothesis (Ho) was rejected

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There was a statistically significant difference between the mean scores in Intermediate Algebra for students who were taught with an ethnomathematical pedagogy at OCC and those students who were taught without an ethnomathematical pedagogy

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The review of literature and the results of the study suggest that the teaching of mathematics in general, and of Intermediate Algebra in particular, from an ethnomathematical pedagogy provides greater student success

CONCLUSIONSDesign APR Inc

IMPLICATIONS

Statistical evidence concerning the importanceof student success in Intermediate Algebra andthe teaching of mathematics from an ethnomathematical pedagogy

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RECOMMENDATIONS

Professional conferencesOCC Administrators

- Chancellor of CCCD- President- Vice-President- Local Senate President- Further research: Larger sample

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