__Ethnomathematics &
Ethnocomputing Chart for California Standards__

**By Dr. Faviana
Hirsch-Dubin**

CSDT |
Sources of Data |
Math Skills/Algorithms |
Math Vocabulary |
Standards |

Virtual Bead Loom (VBL) |
Various teaching experiences using VBL Including: *Grades 3-5 Dr. Jim Barta at Ute Schools and
Shoshone-Bannock reservation. Use of pre and post tests show some statistical
improvement * 4 * Joyce Lewis Middle School class grades 6-8 * Adriana Magallenes 7 * Mimi Thomas, art teacher at Ute Reservation school, used various
assessments * Amber Michaelsen at Utah State University used narrative of lesson
as evaluative. * Linda Rodrigues at HS in CA used pre and posttests and drew the math
out of VBL at each stage. |
1. Explore patterns w. beads and color, number sentences. 2. Explore shapes, geometric inquiry 3. Explore symmetry 4. Basic operations of addition, subtraction, multiplication &
division 5. Write number sentences with variables to represent colors 6. Ratios of color beads to white beads 7. Explore fractions using bead color 8. Math properties 9. Explore perimeter, area, and geometric shapes. 10. Use of Cartesian coordinate system in Native American designs,
four-fold symmetry, fluid algorithms based on designs (like pattern of
removing or adding beads to each line). 11. Algorithms from iterative rules on drop-down menu, like “subtract
3 beads from the left each time you move up one row.” 12. Problem solving, math reasoning 13. From virtual bead patterns to physical bead patterns; art and
mathematics connections 14. Develop skills with electronic medium (computer) as a way of
expressing mathematical ideas of pattern and design. |
1. Pattern, design, number sentence 2. Name, classify & sort shapes 3. Line, point, mirror images 4. Number operations 5. Variables 6. Ratios & method of finding them 7. Fractional parts in relation to whole 8. Commutative, associative, distributive 9. Perimeter, area, Triangles, rectangles, and geometric shapes. 10. Cartesian coordinate system, grid, linear of shape iterations,
graphing, ordered pairs (x, y), number line, positive and negative numbers,
point of origin, axes, quadrants, axis of symmetry 11. Iterative rules and pattern generation 12. Problem solving, reasoning in mathematics 13. Pattern transfer, grid, dimensions; virtual designs, physical
designs 14. Virtual tools, virtual grid and coordinate system, maneuver design
system, applets, drop down menu, etc. |
Grade Two Grade 1. Number Sense 1.1, 1.2 2. Geometry 2.1, 2.2 3. Geometry 2.2 4. Number Sense 2.1, 2.3, 3.1. 5. Algebra 1.2 6. Number Sense 4.2, 4.3
4.1, 4.2 8. Algebra & Functions 1.1, 1.2, 1.3 9. Measurement & Geo. 1.1, 2.1, 2.2 10. Stats, Data Analysis & Probability 1.1, 1.4, 2.1, 2.2 11. Measurement and Geo 2.1, 2.2 12. Math Reasoning 1.1, 1.2, 2.1, 2.2, 3.0
13. Stats, Data Anal & Probability 1.2, 1.4 Math Reasoning 1.1, 1.2
1. Develop fluency in basic computational skills. 2. Develop an understanding of math concepts 3. Become mathematical problem solvers who can recognize and solve
routine problems readily and can find ways to reach a solution or goal where
no routine path is apparent. 4. Communicate precisely about quantities, logical relationships, and
unknown values through the use of signs, symbols, models, graphs and
mathematical terms. 5. Reason mathematically by gathering data, analyzing evidence, and
building arguments to support or refute hypothesis. 6. Make connections between mathematical ideas and between mathematics
and other disciplines. |