Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska

Abstract

A study was conducted among sixth-grade Alaskan students from urban and rural communities to test the efficacy of applying the triarchic theory of human intelligence and culturally-based teaching strategies to mathematics curriculum. Students were taught a unit on the mathematics concepts of area and perimeter in one of two ways: conventional instruction (primarily textbook based) and culturally-based, triarchic curriculum (involving analytical, creative, and practical/culture-based instruction). Performance was assessed prior to and following implementation of the curriculum via multiple-choice and performance or short-answer items measuring memory, analytical, creative, and practical aspects of achievement. In general, the culturally-based triarchic instruction was superior to the conventional textbook-based instruction.

Additional information

Notes on contributors

Robert J. Sternberg

Robert J. Sternberg, Yale University, himself a Yale graduate holds a PhD from Stanford University as well as four honorary doctorates (Spain, France, Belgium, Cyprus). Robert Sternberg has developed numerous theories in the field of gifted education, and is counted among the most highly cited authors (living or deceased) in introductory-psychology textbooks. The recipient of numerous international awards in his field, Robert Sternberg has also contributed to the field of psychological research as the editor of Contemporary Psychology, Psychological Bulletin, and associate editor of Child Development, Intelligence, as well as serving on several APA fellowships and APA division presidencies.

Jerry Lipka

Jerry Lipka has worked collaboratively in Alaska with community groups, particularly with Yup’ik Eskimos. He is a faculty member at the University of Alaska Fairbanks and the Principal Investigator of Math in a Cultural Context.

Tina Newman

Tina Newman Yale University, co-author of several works on cognitive abilities is currently running the PACE center for abilities competencies and expertise at Tufts University in Boston.

Sandra Wildfeuer

Sandra Wildfeuer is a member of the faculty at the University of Alaska, Fairbanks and has published several articles on the influences cultural upbringings have on mathematics education.

Elena L. Grigorenko

Elena L. Grigorenko received her Ph.D. in general psychology from Moscow State University, Russia, in 1990 and a Ph.D. in developmental psychology and genetics from Yale University in 1996. Currently, Dr. Grigorenko is Associate Professor of Child Studies and Psychology at Yale and Associate Professor of Psychology at Moscow State University.