10-1 Fall 1998 “Teaching Math and Science” Resource Guide

Aug 15th, 1998 | By | Category: 10-1: Teaching Math and Science, Resource Guides
By Lori Colomeda

Resources for teaching math and science to American Indian students are limited. I am grateful to Joe Coburn from All Nations Alliance for Minority Participation (AMP) housed at Salish Kootenai College for providing several of the sources included in this guide. Others were found searching Internet databases and on-line libraries. Major descriptors are American Indian Education and Native American (NA) Math and Science. As evidenced by the increasing numbers of Indigenous links to math and science resources, Native communities have captured the Internet and molded it for their own needs. The Internet links in Native math and science are more numerous than publications.


All Nations AMP

The All Nations AMP, housed at Salish Kootenai College, Mont., is a national alliance funded by the National Science Foundation. The focus of this program is to double the number of American Indians graduating with bachelor and graduate level degrees in science, mathematics, engineering, and technology by the year 1999. The foundation of this alliance is 24 participating tribal colleges and 31 private and state-funded colleges and universities located throughout the western United States’ nine (9) state region. http://skcweb.skc.edu/amp/index.html or phone: Judy Gobert: (406)-674-4800. The website listed below is offered by All Nations AMP and is focused on resources for teaching math and science:  http://skcbeb.sck.edu/amp/teacherprep/tplinks.htm


The American Indian Science & Engineering Society (AISES) is a private, nonprofit organization that nurtures building of community by bridging science and technology with traditional Native values. Through its educational programs, AISES provides opportunities for American Indians and Alaska Natives to pursue studies in science, engineering, business, and other academic arenas. The trained professionals then become technologically informed leaders within the Indian community. AISES’ ultimate goal is to be a catalyst for the advancement of American Indians as they seek to become self-reliant and self-determined members of society. AISES also publishes a quarterly magazine, Winds of Change, and a catalog of American Indian titles and books. The website has excellent hyperlinks for other resources in teaching science and math to American Indian students. AISES 5661 Airport Blvd.,  Boulder, CO 80301-2339. (303) 939-0023 phone, (303) 939-8150 fax.  AISESHQ@spot.colorado.edu.  http://www.colorado.edu/AISES/whatis.htm

Electronic Pathways

Electronic Pathways Community Alliance and Technology Consortium includes partnerships of organizations committed to the support and development of local Community Alliances to improve teaching and learning and quality of life through effective uses of technology in underserved communities. Electronic Pathways will create a national electronic infrastructure to connect Native American nations with resources specifically designed to meet local community, educational, and tribal needs. Electronic Pathways develops alliances with other organizations, projects, individuals, and national initiatives to facilitate increased use of technology, provide training systems for end-users, and develop applications designed specifically for Native Americans nationwide, including an emphasis on mathematics and the sciences. For information, contact Connie Buffalo at: elpath@stripe.colorado.edu. See also the website at http://hanksville.phast.umass.edu/defs/independent/ElecPath/elecpath.html

Electronic Pathways has also published a booklet, “Technology competencies for a multicultural environment: A guide for reservation and rural communities and schools.” This booklet provides easy to understand information necessary to make informed decisions about the selection, implementation, evaluation, and continuation of technology use in schools and communities.

Native American Community Alliance and Technology Project

This project, funded by NASA, supports and complements the efforts of other programs designed to improve education and community-school interactions. The project targets Native American communities and schools in Arizona, New Mexico, South Dakota, and Oklahoma. The project will assist schools and communities to develop or expand local Community Alliances whose purpose is to improve upon and continue reforms in mathematics, science, and technology. Contact person: John Hoover.  http://hanksville.phast.umass.edu/defs/independent/ElecPath/alliance.html

National Indian School Board Association (NISBA)

NISBA’s mission is to support the mission of the Office of Indian Education Programs to provide quality education opportunities from early childhood throughout life in accordance with the tribes’ need for cultural and economic well-being. NISBA considers the spiritual, mental, physical, and cultural aspects of the whole person within the family, the tribe, or Alaska Native village. Phone: Carmen Taylor  (406) 675-4800.  http://skcweb.skc.edu/NISBA/index.html

The Rural Systemic Initiatives

The Rural Systemic Initiatives in Science, Mathematics, and Technology Education Program was developed in FY 1994. RSI joins the Urban Systemic Initiatives and the Statewide Systemic Initiatives in stimulating systemic educational reform of science, mathematics, and technology. RSI is focused on education for students in rural, economically disadvantaged regions of the nation, particularly those that have been underserved by National Science Foundation programs. Sustainability of these improvements is assured through encouraging community development activities in conjunction with instructional and policy reform. RSI is tailored to address policy, leadership, and workforce issues related to educational barriers. RSI also addresses ways to coalesce community involvement and related educational and technological innovations, which provide a comprehensive and sustainable framework for science, mathematics, and technology instruction in elementary, secondary, and higher education. (From their Website) http://www.ehr.nsf.gov/EHR/ESR/Rsi.htm

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