Dakota/Lakota Math Connections


Tribal colleges and universities have and continue to seek out connections between the local heritage and culture and the mainstream education content. In math, calls for culture to be more integrated into the classroom have been met with epistemological challenges as well as a dearth of math and local culture resources. This research project addresses both of these challenges. This presentation will specifically share on the collaborative development, evaluation, and confirmation of an epistemological framework for curriculum development at Sitting Bull College. Following an Indigenous Research Methodology, a group of tribal college math instructors, Lakota language immersion teachers, and fluent elders gathered to discuss D/Lakota math connections. Specific examples from these recorded discussions will be shared. The framework and the results demonstrate that math fluency and Dakota/Lakota language fluency can grow together.