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    Na Honua Mauli Ola Standard 9

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    The teacher collaborated with another teacher to develop two new culturally-based lessons to assess students' mathematics learning beyond traditional methods. The lessons connect geometry and algebra concepts to famous Hawaiian Olympic games. Students were assigned to relate the Pythagorean theorem or scatter plots and lines of best fit to ulu maika bowling or 'ō'ō ihe spear throwing. They could earn extra credit by participating in a cultural event hosting the games and completing one of the assignments. This allowed the teacher to evaluate students' understanding of mathematical concepts through culturally traditional assessments instead of solely written tests.

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    Na Honua Mauli Ola Standard 9

    Uploaded by

    api-506285139
    72 views1 page
    The teacher collaborated with another teacher to develop two new culturally-based lessons to assess students' mathematics learning beyond traditional methods. The lessons connect geometry and algebra concepts to famous Hawaiian Olympic games. Students were assigned to relate the Pythagorean theorem or scatter plots and lines of best fit to ulu maika bowling or 'ō'ō ihe spear throwing. They could earn extra credit by participating in a cultural event hosting the games and completing one of the assignments. This allowed the teacher to evaluate students' understanding of mathematical concepts through culturally traditional assessments instead of solely written tests.

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    na honua mauli ola standard 9

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    The teacher collaborated with another teacher to develop two new culturally-based lessons to assess students' mathematics learning beyond traditional methods. The lessons connect geometry and algebra concepts to famous Hawaiian Olympic games. Students were assigned to relate the Pythagorean theorem or scatter plots and lines of best fit to ulu maika bowling or 'ō'ō ihe spear throwing. They could earn extra credit by participating in a cultural event hosting the games and completing one of the assignments. This allowed the teacher to evaluate students' understanding of mathematical concepts through culturally traditional assessments instead of solely written tests.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    72 views1 page

    Na Honua Mauli Ola Standard 9

    Uploaded by

    api-506285139
    The teacher collaborated with another teacher to develop two new culturally-based lessons to assess students' mathematics learning beyond traditional methods. The lessons connect geometry and algebra concepts to famous Hawaiian Olympic games. Students were assigned to relate the Pythagorean theorem or scatter plots and lines of best fit to ulu maika bowling or 'ō'ō ihe spear throwing. They could earn extra credit by participating in a cultural event hosting the games and completing one of the assignments. This allowed the teacher to evaluate students' understanding of mathematical concepts through culturally traditional assessments instead of solely written tests.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Na Honua Mauli Ola Standard 9

    To meet aspects of, and to satisfy Na Honua Mauli Ola standard 9, I have collaborated

    with another teacher on campus, Renolds “Ikaika” Fruen, to discuss and gain new cultural

    methods to assess my students beyond the traditional mathematics methods. He shared with me

    two cultural curriculums that utilize culturally traditional forms of assessing (hōʻike) my

    students. Both lessons allow my students to connect mathematics to the famous traditional

    Hawaiian Olympics (Makahiki Games). The first lesson deals with the Pythagorean Theorem

    and trigonometric ratios and the second lesson highlights scatter-plots and lines of best fits. To

    assess my students through the lens of Hawaiian cultural tradition, the first assignment connects

    geometry concepts to the game of ‘ulu maika (bowling) and the second lesson connects algebra

    concepts to the game of ʻōʻō ihe (spear throwing). Fortunately, Mr. Fruen hosted the Makahiki

    Games on campus this year where multiple schools participated. I encouraged my students to

    participate (by taking the entire class to the event) and gave them the opportunity for extra credit

    if they completed one of the two assignments. As a result, I was able to assess and evaluate my

    students’ learning of scatter-plots and lines of best fits using culturally traditional forms as

    opposed to only written and standardized testing. Both assignments incorporate cultural values

    and beliefs which only enriches cultural understanding and connects it to mathematical concepts

    in the modern classroom.

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