| Description |
viii, 57 leaves : ill., photo. ; 28 cm. |
| Thesis |
Thesis (M. S.)--Kansas State Teachers College of Pittsburg, 1934. |
| Bibliography |
Bibliography: leaf 47. |
| Summary |
Excerpt: "Certain writers in psychology lead us to believe that the white race is superior in intelligence to other races. However, very little has been written concerning the ability of the Indian people to learn in comparison with the white race. If the white pupil learns mathematics more readily than the Indian pupil, then, apparently, the marks of the pupils should be higher as the degree of white blood increases. This problem is a study and comparison of marks made in algebra and geometry by 525 Indian pupils with various degrees of Indian blood. A study was made by the writer over a period of three years from 1928 to 1931 of the Indian pupils who were taking courses in algebra and geometry at the Flandreau Indian School located at Flandreau, South Dakota. [...] The purpose of this study is to determine if the amount of white blood has any relationship to the Indian pupil's ability to learn mathematics, and also to assist in answering the question that Indian educators continue to ask, "Does the full-blood Indian have the ability to learn algebra and geometry?" If the Indian does not have the ability to learn from the conventional texts in mathematics, then this study may point out the advisability of building special texts in these subjects to fit the needs of the Indian pupils. Moreover, if differences in ability appear to depend upon the degree of Indian blood then this information may indicate a desirable basis for ability grouping in mathematics classes in Indian schools." |
| Subject |
Indians of North America -- Education
|
|
Mathematics -- Study and teaching (Secondary)
|
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