California State University (CSU): Open Journal Systems
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Perseverance
Get PDFIn this narrative, Wendy Coronel reflects on the challenges she has faced as a first-generation college student alongside her mother\u27s determination and devotion to create a better life for her family. Reflecting on her experiences in this writers\u27 workshop, Coronel writes: "It is difficult at times to continue writing about our stories. Throughout these workshops, we all learned how to inspire each other and help each other out when it came to writing. We shared our own narratives and assisted others by reading their stories. In doing so, we brought each other closer. When the workshop began, we were all pretty much lost as to how we were going to write an essay that showed who we are. We learned about the price of college along with writing tips on coherence, clarity, and the importance of re-reading your essay from the bottom to the top. These techniques helped us all to understand how to write effectively, and through the art of writing we learned the importance of sharing our first-gen stories.
Pohnpeian Traditional Feast House – Nahsen Pohnpei
Get PDFThis short report gives information about a cultural context for teaching grade 4 mathematics concepts in measurement. The lesson is based on information from knowledgable elders and the everyday experiences of Pohnpeians. The associated lesson resource is on the MACIMISE website: https://macimise.prel.org/wp-content/uploads/2015/06/Measuring-and-Modeling-the-Nahs-traditional-feast-house-in-Pohnpei.-Grade-4.-Liwy.pd
Introduction to Nine Lessons for The Little Crooked House
No full textThis article is from a book of nine lessons based on the work done by Miuty E. Nokar in the context of his participation in the MACIMISE project. The original lessons in indigenous mathematics can be found in his paper, A culturally based mathematics unit for grade seven students on Chuuk State, submitted to the University of Hawai`i at Manoa in the context of his Master’s program. In that paper, Nokar (2013) identifies major problems with the teaching of mathematics in Chuuk:• the current approach to teaching and learning of mathematics in the classroom is inappropriateand not meaningful,• the ‘western’ (sometimes called ‘main land’) approach to the teaching of mathematics adverselyaffects students’ perceptions of the value of their own culture, and consequently producesmathematic knowledge that is not useful nor beneficial to the needs and practice of theChuukese people’s indigenous ways of working and interacting, and• the transition to the learning of classroom mathematics, because of its explicit exclusions ofculture, has very little effect on students’ success in the learning of mathematics. (Nokar,p. 4)The lessons follow the successive stages in the building of a traditional Chuukese house as portrayed inthe storybook, The Little Crooked House. Each lesson presents a stage in the house construction and themathematics embedded in each stage. 
Big Pandemic . . . Small University: Implementing Experiential Learning under Duress
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In Search of Virtual Connectedness: A Comparative Essay in the Development of New Pedagogies for Remote Learning Environments
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