Mathematics and Science Courses

1) DANCING NUMBERS AND TALKING SHAPES: DEVELOPING A NEW RELATIONSHIP IN MATH FOR STUDENTS AND TEACHERS

Presenter: Jim Barta, Retired Dean, Bemidji State University

“Dancing Numbers and Talking Shapes” explains the convergence of mathematics and culture (ethnomathematics). This innovative approach transcends traditional equations, inviting a dynamic dialogue between numerical patterns and cultural expressions. As numbers dance and shapes converse, a harmonious synthesis emerges, reshaping our understanding of mathematics through diverse perspectives. Through this lens we can help students develop a new and deeper relationship with math.

2) INDIGENOUS KNOWLEDGE AS SYSTEMS SCIENCE: DECOLONIAL STEM FROM ATOMS TO THE COSMOS

Presenter: Ron Eglash, Professor, School of Information, University of Michigan

Anishinaabe traditions used cycles alternating high biodiversity for harvests, with low biodiversity in controlled burns. Systems science would say they alternated between high entropy and low entropy. Navajo sheep herding does the same: high entropy when the sheep poop seeds creating biodiversity, low when the plants become dyes in weaving. Nature itself is full of entropic cycles (e.g. high entropy phenotype, low entropy genotype). But why? Explore with your students at https://csdt.org.

3) THE SCIENCE OF OUR ANCESTORS

Presenter: Mark Bellcourt, White Earth Ojibwe, EdD, Retired, University of Minnesota – Twin Cities

Our ancestors lived harmoniously with nature as scientists. However, the demands of western science have thwarted the people’s passion for Akin. Unlike those who exercise dominion over nature to use it for economic gain, there are many Indigenous people who assume responsibility for maintaining harmonious relationships with the nature.

4) ANISHINAABE ARCS: STEM EDUCATION FROM INDIGENOUS KNOWLEDGE

Presenter: Ron Eglash, Professor, School of Information, University of Michigan

This talk maps out the reasons why we should be teaching with Indigenous knowledge: for students the rationale in creating more just and sustainable STEM futures; for teachers the rationale of STEM lessons that are more engaging, creative and empowering for their students. We then look at how Indigenous knowledge operates; its ability to establish reciprocity and egalitarian relations between humans, as well as between humans and non-humans. Finally we dive into the Anishinaabe Arcs software at https://csdt.org/culture/anishinaabearcs/index.html and look at the outcomes from students, as well as broader community connections

5) Introduction to Ethnomathematics

Presenter: Ximena Catepillán, Ph.D., Professor Emerita, Millersville University of Pennsylvania

For over 18 years, I have traveled to remote places with Dr. Edwin Barnhart, founder and Director of Maya Exploration Center and Ancient Explorations, and his team to conduct archaeological studies related to ethnomathematics, which explores the connection between culture, history, and mathematics.  In this presentation, I will provide examples of ethnomathematics that I have taught in undergraduate and graduate courses, as well as a first-year seminar at Millersville University of Pennsylvania and at Universidad de Santiago de Chile (USACH).

6) Ellipses in Rapa Nui: An Example of Ethnomathematics for the Classroom 

Presenter: Cynthia Huffman, University Professor, Department of Mathematics, Pittsburg State University

We provide an example of Ethnomathematics in the classroom by investigating certain archaeological ruins on Rapa Nui, also known as Easter Island. In particular, the ruins are stone foundations of houses called hare paenga or boat houses. The foundations are ellipses. By investigating the ruins, students can become familiar with the definition and properties of ellipses, as well as curve fitting. In addition, linear algebra can be used to find equations of ellipses.