Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska

Robert J. Sternberg, Jerry Lipka, Tina Newman, Sandra Wildfeuer and Elena L. Grigorenko

Gifted and Talented International, 2006, vol. 21, issue 2, 9-19

Abstract: A study was conducted among sixth-grade Alaskan students from urban and rural communities to test the efficacy of applying the triarchic theory of human intelligence and culturally-based teaching strategies to mathematics curriculum. Students were taught a unit on the mathematics concepts of area and perimeter in one of two ways: conventional instruction (primarily textbook based) and culturally-based, triarchic curriculum (involving analytical, creative, and practical/culture-based instruction). Performance was assessed prior to and following implementation of the curriculum via multiple-choice and performance or short-answer items measuring memory, analytical, creative, and practical aspects of achievement. In general, the culturally-based triarchic instruction was superior to the conventional textbook-based instruction.

Date: 2006
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DOI: 10.1080/15332276.2006.11673471

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