The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students

By E. Kisker, Jerry Lipka, Barbara L. Adams, Anthony Rickard, Dora Andrew-Ihrke, Eva Evelyn Yanez, A. Millard. 2012

91 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7ac519b64edd1b0cdbdfe3fcd05665693736a5f2

How researchers see this paper

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In Education

1. Sylvia Celedón-Pattichis
2. Douglas H. Clements
3. J. Leonard
4. Susan Cantrell
5. Stephen J. Pape
6. Julie Sarama
7. Christopher B. Wolfe
8. C. Weiland

Citations in the corpus

• Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “An examination of the impact of using two MCC modules with second-grade students showed that such use resulted in a significant positive effect on student performance for both Alaskan Native students and non-Native Alaskans alike (Kisker et al., 2012).”
• Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research (2016, background): “Findings indicate that students in classrooms using the MCC curriculum made significantly greater gains than control groups in meeting state mathematics standards (Kisker et al., 2012; Lipka & Adams, 2004; Lipka, Webster, & Yanez, 2005).”