| Abstract: | This paper describes a course offered to teachers of American Indian students, which focused on the development of culturally relevant activities as part of the science and mathematics curricula. In response to the concern that American Indian students do not find meaning in the curriculum, these activities were embedded in a holistic approach to the curriculum, and the informal science and mathematics of the culture were linked with the traditional school science and mathematics. Informal results suggest that the development of these connections will help American Indian students make sense of what they are learning, both in the context of the culture and in the context of school science and mathematics. |
