The
Value of Perseverance: Using Dakota
Culture to Teach Mathematics
ANNMARIA
DE MARS & ERICH LONGIE[1]
What
does it mean to be an Indian, Anishanaabe or a Dakota? McGlennen argues
convincingly that native identity is not a connection to place, to a particular
reservation. Legally, being the member of a native nation can be defined as
tribal enrollment, regardless of residence (Spirit Lake Tribe). However, concerns
over cultural appropriation seldom arise because another falsely claims residence
or tribal enrollment. Being a Dakota or an Ojibwe means more than regalia. This
is not the identity native people seek to protect. Rather, backlash from native
communities is against the exploitative use of culture, including dress, dance,
music, etc. often for financial or other personal gain and taken out of context
(Scafidi). As a
Dakota who fought a decade-long battle to abolish the hated Fighting Sioux
nickname, this is the type of cultural exploitation that is our concern
(Longie, 2015).
Members
of native nations are connected through a shared history and values, but by
whose definition? Blaeser (168) noted that the history of native people is most
often presented in romantic stereotypes "...unconnected to the every day lives
and survival of contemporary Native people..."
There is diversity among the 500
American Indian groups in degree of preservation of tribal language and in
tribally specific religious and social activities (Red Horse, Lewis, Feit,
& Decker; Weibel-Orlando). Yet, many social scientists feel it is possible
to identify certain core indigenous values (e.g., Sue & Sue); generosity,
courage, honesty, harmony with nature, non-interference; patience; circular
time; and a broad view of the family. Blaeser cites endurance, relatedness,
survival, spirituality and time as important cultural ideas. Vizenor also emphasizes
survival, resistance and relation with nature as important contexts of native
culture.
In the United States, despite hundreds of years of oppression and campaigns of extermination, the
Native Americans have survived and persevered (Longie, 2006). When our youth
wear clothing emblazoned with "Native Pride" whence comes the source of that
pride? It's not the poverty or the plethora of other problems endemic to most
reservations– it's our character, those values that people should emulate
that have enabled use to endure and survive as a people despite those
challenges.
Perseverance in the face of hardship
may be the unifying characteristic of
native peoples. The present study applies perseverance and fortitude, two major
values of the Dakota to game development, with the objective of improving
academic achievement of Native American children.
Perseverance is defined as a steady and continued effort, usually over a
long period, and especially in spite of difficulties or setbacks.
The Dakota cultivated perseverance. Traditionally, rules were rules
of survival and if they weren't followed, the whole tribe was at risk. Those
who enforced the rules persevered in their chastisements until individuals
conformed to the law. Without perseverance, the Dakota would not have survived
the world they lived in. Their perseverance is one of the main reasons why
their descendants are here today. Fear
is the greatest enemy of perseverance. There is the physical fear of being
killed or injured by an enemy or wild animal. Another type of fear that
persists today and relates to education is fear of failure, of not being able
to measure up to expectations.
We were born during what many American Indians call the greatest
generation, those in the 1940s and early 50s who overcame poverty, racism,
alcoholism, lack of transportation to get an education, fight for a job within
the system and bring jobs and self-governance to the reservations. This
generation because of their perseverance brought much of the development we see
on the reservations today - housing, manufacturing, tribal colleges -that
overcame many barriers that benefit the reservation today. Prior to this
generation, there was nothing on the reservation - no running water, no
housing. This generation, in turn, opened the opportunities available to
Indians now. We overcame the prejudice of the border towns, even the bad treatment
of us when we went into the stores and restaurants in towns adjacent to the
reservations.
Why was our generation able to do that? Maybe because we were the first
generation exposed to technology. We were exposed to television, gas stoves,
etc. during our adolescence. As Edmunds noted, rural reservations were
"inundated by a cultural invasion" that began with radio and television and has
continued through videogames, the internet and social media.
A lot of us went to non-Indian schools off the reservation. We were put
in the "slow" class with the poor white students. They never expected us to
join the extra-curricular activities because they didn't think we were worth
it. Yet, these same people were the ones who came back and started many of those
improvements on the reservation. They didn't let the racism deter them.
Today
reservations are a much better place to live than they were 150 years ago, 100
years and even 50 years ago when the author was a boy on the Spirit Lake Dakota
Nation. There are better schools, there are jobs, and hardly anyone suffers
from malnourishment. Yet, schools have a huge drop out rate. We propose a
simple answer to the problem of academic achievement– return to the
traditional value of perseverance. When the job becomes difficult some workers
simply quit or do not attempt to look for work. The problem has become so
severe on reservations that some casinos mandate an employee orientation for
tribal members who have been fired or quit jobs at the organizations three or more times. When adults no
longer practice perseverance, we do not pass this virtue down to our children. As
a result, when attending school becomes difficult or uninteresting, they simply
do not attend. Research on one reservation found that the average student in
elementary school missed an entire month of school (Longie, 1995). A return to
traditional values of perseverance and fortitude was hypothesized as a solution
to this problem. Spirit Lake: The Game was developed by Dakota elders and
tested with Dakota children in an effort to channel the new technology to
benefit the next generation by integrating their traditional values, culture
and history. In this manner, we follow in the footsteps of such Native American
leaders as Yellowtail (Hoxie & Bernardis) and Deer (Kidwell) who applied
the education they learned in the white man's schools to defend and maintain
the culture and sovereignty of their tribes.
Historically,
the Dakota were the ultimate survivors. In spite of a war of annihilation by
the Europeans, they survived. In spite of being put on reservations and living
in poverty, they survived. In spite of the numerous social ills that plagued
reservations they survived. Now in the twenty-first century, Dakota are one of
the fastest growing populations in the country. How did people manage to
survive in spite of tremendous odds? Simple, it was in their character to
persevere. They were taught this virtue from childhood.
In
his book, Dakota Life in the Upper Midwest,
Samuel Pond writes this about the Dakota before the coming of the white man,
if they would have accompanied them through
one year, in 1834 they would have learned that they did not contrive to live
without hard labor, also that they did not shrink from hard work, but acted
like men who were determined to take care of themselves and their families. If
they had been as indolent and inefficient as many think they were, we should
have never heard of them, for they would have perished long ago. (23)
Years
later, John Fire Lame Deer, who was born in a twelve-by-twelve foot cabin gives
an account his life on a South Dakota reservation. John Fire Lame Deer
persevered despite extreme hardships and became a noted medicine man. Here is the first paragraph of his
story, Hard Times In Sioux Country:
There were twelve of us, but they are all
dead now, except one sister. Most of them didn't even grow up. My big brother
Tom, and his wife were killed by the flue (sp) in 1917. I lost my own little
boy thirty-five years ago. I was a hundred miles away, caught in a blizzard. A
doctor couldn't be found for him soon enough. I was told it was the measles. Last
year I lost another baby boy, a foster child. This time they told me it was due
to some intestinal trouble. So in a lifetime we haven't made much progress. We
medicine men try to doctor our sick but we suffer from many new white man's
diseases, which comes from the white man's food and white man's living, and we
have no herbs for that (311).
Today's
reservations continue to provide role models who have faced enormous
difficulties in their lives yet they persevered. Research on academic success
at the community college level found integration of Native American culture,
from accommodation of intergenerational responsibilities to incorporation of
Native American history throughout the curriculum, to be related to
significantly higher retention of at-risk students (Rousey & Longie).
In
contrast to the types of cultural appropriation seen in mainstream films, video
games offer a more functional application of Native American culture,
specifically, Dakota culture. While at first glance, traditional Dakota values
and educational video games may be an unexpected combination, there is much
more to being a Dakota than regalia, pow-wows and sweat lodges. Other cultures
that wish to copy the Dakota are advised to copy these values – honesty,
courage, generosity and perseverance. Both the National Council of Teachers of
Mathematics and the Common Core standards emphasize the importance of
perseverance in mathematics (National
Governors Association Center for Best Practices & Council of Chief State
School Officers). The very first standard of mathematical practice is "Make
sense of problems and persevere in solving them". Spirit
Lake: The Game is an example of how the value of perseverance in the context of
traditional Native American culture can be applied in contemporary society.
In the United States, Native Americans
are both the fastest growing minority group and the lowest performing in
mathematics (DeVoe, Darling-Churchill &
Snyder). Over
1,000,000 Native Americans live on federally-designated reservations; students
from these sites perform even lower than the mean for all Native Americans (De
Mars & Longie).
Many variables correlate with academic outcomes for Native American students, as well as the general population. Numerous studies have found time to be a factor predictive of achievement in mathematics (Hersh and John-Steiner). The time factor includes time devoted to solving a problem, the perseverance shown, time spent on homework and instructional time. As one of the barriers to effective instruction in classrooms of predominantly disadvantaged children is behavioral, i.e., lack of sustained attention (Laffey et al), we hypothesized that increased attention would translate into higher mathematics achievement. Spirit Lake: The Game was created to test this hypothesis.
To heighten attention, we incorporated Native American culture in an educational video game in two ways. First, in the general story line we based everything from clothing to the landscape to daily activities on authentic tribal history, given research showing that student
Figure 1: Introduction
to Problem-solving lesson
Figure 2: Buffalo hunt
scene in Spirit Lake
engagement, as evidenced by physiological and behavioral responses, is enhanced when users perceive features of a learning environment to be visually realistic (Sibuma). Second, we emphasized traditional cultural values of perseverance and fortitude as applying to achievement today.
Figure
1 above shows the introductory screen of a unit on problem-solving that begins
by encouraging students to follow in the footsteps of their ancestors who did
not shirk difficult tasks. After earning their arrows through completing math
problems that helped the tribe - such as dividing the 48 hunters into hunting
parties of 8 hunters each, and determining if any would be left out – the
player has earned the right to join the buffalo hunt. As reinforcement, the
player is actually able to hunt buffalo in a 3-D world, as shown in Figure 2 above.
Each
game level follows this same pattern that includes subject matter instruction with culture rather than in place of
instruction in the content area. After instruction, students are presented with
math challenges. Correct answers lead to game play that is integrated with the
problems, just as the problem of dividing into hunting parties is followed by
hunting virtual buffalo. Incorrect answers route students to corrective
instruction that must be completed before returning to the game.
EVALUATION
Sample
To
test the efficacy of the game, we selected a sample of 62 fourth and
fifth-grade students from two schools located on an American Indian reservation
in central North Dakota. The schools are located approximately twenty miles
apart on the same reservation. The schools are demographically similar. Both
have student bodies over 95% Native American, both have 20-25% of students
proficient in mathematics in grades three through five. Neither of the schools
met state targets for Annual Yearly Progress in mathematics or reading. Both
are high-poverty schools located in the same rural persistent poverty county.
As the program is designed to be implemented within a school, random selection
of individuals is not possible. One school was randomly selected as the control
group and a second as the intervention. Games were played by all of the
students in fourth- and fifth-grade at the intervention school.
We
implemented the program in the fall semester. All fourth-grade students at both
schools and all fifth-graders at the control group school were administered the
pre-test and post-test with the exception of students with learning
disabilities too severe to be tested. The children who were excluded were
essentially non-readers. According to teacher report and our own observations,
their reading and mathematics skills were second-grade level or below. In the intervention
school, five fifth-grade students from each of the three classrooms were
selected by their teachers to participate. Demographic statistics for the
sample, by group, can be seen in Table 1. There were no significant differences
between experimental and control group schools in gender distribution, or in
age within grade.
Table
1
Sample
Demographics
|
|
Intervention (N =39) |
|
Control (N=23) |
|
|
Gender %
female |
51% |
|
48% |
|
|
Grade Fourth grade Fifth grade |
70% 30% |
|
51% 49% |
|
|
|
||||
|
|
Mean |
SD |
Mean |
SD |
|
Age
(All students) Grade Fourth grade Fifth grade |
9.7 9.5 10.4 |
0.8 0.6 0.9 |
10.1 9.9 10.3 |
0.6 0.7 0.5 |
Instrumentation
We
created a 24-item test, matched with North Dakota state standards for grades
two through six. We initially planned to use released items from the state
standards test. However, North Dakota is one of the few states that does not
release test items. Thus, we used released items from the California state
standards test. The published California standards addressed by these items
matched verbatim with North Dakota standards. While research with a
substantially larger, more diverse sample found a Cronbach alpha of .84 for
this test (De Mars), internal consistency reliability coefficient we computed
for the current sample for the same test = .57. This relatively low value is
likely a result of the high ceiling of the test, with many students simply
guessing at the upper-grade items, as discussed below.
Data Collection
All
fourth- and fifth-grade students from the two schools took the pre-test in
their respective school's computer labs using the same on-line test created
with Surveymonkey software. All students in the intervention group and all
students from the control group school who were still enrolled in the school
took the post-test, with the exception of students in special education, as
noted above. At post-test, approximately 25% of the students at each school
were no longer available. Some were absent or suspended but in most cases the
school staff remarked, the students were merely "gone". We administered tests at
the beginning of the fall semester, and again, eight weeks later, after
students had played the games two to three times per week in their classrooms
for 25-30 minutes per day. We collected usage data to estimate total time on
task during the hours allotted for the intervention group. To progress in the
game, students are required to answer a challenge question or form
approximately every two minutes. Each answer records the number of attempts,
response and a date-time stamp. The total minutes the class spent on task
during a session was computed automatically by subtracting the time of first
input from a student in the class from the time the last student in class
answered a question.
DATA ANALYSIS
We
performed all analyses using SAS/STAT software, version 9.4 for Windows. We
computed descriptive statistics computed for demographics, pretest items,
pre-test and post-test total scores, by grade level and by school. We performed
two repeated measures analysis of variance (ANOVA) to test for statistical
significance. One analysis was conducted with only school and time as the
predictor variables. A second analysis included school, time and grade. As both
analyses yielded essentially identical results, only the latter is presented
here.
Four
outliers, two from the intervention group and two from the control group, were
deleted from the final analysis. Three of these had low scores (less than five)
due to having left the remainder of the problems blank. In one case, the
student had been called out of class after beginning the test. Analyses were
run with and without the outliers. The effect was minor, and resulted in
slightly smaller, but still significant, effect in favor of the intervention
group.
RESULTS
The
percentage correct for each item on the pre-test can be seen in Figure 3 for
fourth-grade students and in Figure 4 for fifth-graders. Some evidence for
validity can be seen in the higher scores for fifth graders and the pattern of
progressively lower percentage correct as the items move from the second- to
the fifth-grade level. Also, consistent with published state reports showing
the majority of students at these two schools to be below grade level, it was
only at the second-grade level that all of the fourth-grade students'
percentage correct was higher than the
|
|
|||
|
2nd
Grade |
3rd
Grade |
4th
Grade |
5th
Grade |
Figure 3: Grade Four
Pre-Test Scores, All students
|
|
|||
|
2nd
Grade |
3rd
Grade |
4th
Grade |
5th
Grade |
Figure 4: Grade Five
Pre-Test Scores, All students
25%
predicted by chance, with multiple choice items with four options. On only two
of the five third-grade level items were fourth-grade students' scores above
the chance level.
Similarly,
with the fifth-grade students, as can be seen in Figure 4, on only one of the
five fifth-grade level questions did more than 25% of the students respond
correctly. Clearly, students were performing significantly below grade level.
Means,
standard deviations and number of subjects, by grade, are shown in Table 2 for
the intervention group and Table 3 for the control grouAs would be predicted based
on the low performance on individual items, mean pretest scores were very low
for both groups. Out of 24 questions, the average student answered less than
ten correctly.
While
both groups increased from pre-test to post-test, it can be seen that the
improvement of the two intervention groups substantially surpassed the two
control groups. The effect is best illustrated graphically, as in Figure 5. The
control groups increased only slightly in mathematics achievement, as would
normally be expected after only eight weeks of mathematics instruction of 45
minutes or less per day. In contrast, the fourth-grade intervention group
improved the mean test score 64% while the fifth-grade intervention group
improved 29%.
Table
2
Descriptive
Statistics, By Grade Level, Intervention Group
|
|
Pre-Test |
Post-test |
||||
|
Mean |
S.D |
N |
Mean |
S.D |
N |
|
|
All |
9.3 |
2.3 |
37 |
14.3 |
5.2 |
40 |
|
Grade |
9.2 |
2.5 |
25 |
15.1 |
5.3 |
28 |
|
4 |
||||||
|
5 |
9.5 |
1.9 |
12 |
12.3 |
4.6 |
12 |
Table
3
Descriptive
Statistics, By Grade Level, Control Group
|
|
Pre-Test |
Post-test |
||||
|
Mean |
S.D |
N |
Mean |
S.D |
N |
|
|
All |
9.0 |
2.1 |
21 |
9.7 |
2.6 |
22 |
|
Grade |
9.3 |
2.5 |
10 |
9.9 |
1.9 |
11 |
|
4 |
||||||
|
5 |
8.6 |
1.7 |
11 |
9.5 |
3.3 |
11 |
Results of the repeated measures ANOVA are
summarized in Table 4. Consistent with the results portrayed in Figure 3, it
can be seen that there was a significant effect of time, with scores improving
from pre-test to post-test. There was also a significant interaction effect of
time by school, with students from the experimental group improving
significantly more from pre-test to post-test than did the control group.
Figure
5: Pre-test and Post-test mean scores by grade and school
Although
the fourth grade increased more than fifth graders, this difference was not
statistically significant. It should be noted, for reasons discussed below,
that the fifth-grade class spent significantly fewer minutes using the program.
While the fourth-grade classrooms spent an average of 24-28 minutes per session
using the program, or 48- 56 minutes per week, the fifth-graders had less than
half of this amount of time on task, approximately 17 minutes per session, due
to conflicts in availability of the computer lab and early school dismissal due
to weather.
Table
4
Repeated
Measures Analysis of Variance, Tests of Hypotheses
|
Source |
DF |
Type III SS |
Mean Square |
F Value |
Pr > F |
|
Time |
1 |
164.97 |
164.97 |
12.91 |
0.0007 |
|
time*school |
1 |
91.04 |
91.04 |
7.13 |
0.0100 |
|
time*grade |
1 |
11.58 |
11.58 |
0.91 |
0.3454 |
|
time*school*grade |
1 |
22.00 |
22.00 |
1.72 |
0.1953 |
|
Error(time) |
54 |
690.00 |
12.78 |
|
|
CONCLUSION
The goal of the Dakota Learning
Project (DLP) was to integrate Dakota culture with research in mathematics education
and computer gaming in order to raise the mathematics achievement of Native
American children. These pilot study results were
extremely promising in both providing preliminary support for efficacy and
providing guidance for future research. The game proved to be highly engaging
to the students and related to significantly higher test scores. Teacher
reports, the site coordinator observations and the time students were on task
all support a high level of student engagement.
Time—including
time devoted to solving a problem, the perseverance shown, time spent on homework
and instructional time—is a much better predictor of mathematics
achievement than measures of mathematical aptitude (Dehaene; Hersh &
John-Steiner). Through educating students in the traditional values of
perseverance, courage and survival against all obstacles, teachers used the
game to encourage students to spend more time on the mathematics challenges in
the game and not give up.
We
applied research on the use of effective educational game design throughout
development, combining feedback from the game regarding correctness of answers
with elaborated instructions and meaningful incentives (Delacruz; Nelson; Van
Eck & Dempsey). In Spirit Lake: The Game these incentives were the
opportunity to experience culturally-based activities in a 3-D virtual world,
such as gathering herbs to save the tribe from an epidemic or hunting deer.
Several
changes are recommended in future research based on our experience of
evaluation of educational video games in two reservation schools. Problems in
organization and low-performance in these low-performing rural schools were
greater than anticipated. Achievement was lower, resources scarcer and
absenteeism higher even than the high level of challenge we had anticipated
based on past experience in this and similar reservation communities. At
post-test, approximately 25% of the students at each school were no longer
available. Frequent scheduling conflicts occurred, both for individual students
and facilities. While it was possible to teach fourth-graders as a whole class,
this was not an option for the fifth grade as all classes desired to be
involved and it was not possible to schedule six classes twice per week.
Instead, the computer lab was scheduled and five students from each class were
selected. The time required for students to travel from their classrooms and
back again reduced time available for using the program. On some days, the
computer lab had been double-booked and the site coordinator and students would
spend another ten minutes or more looking for an available space.
We
originally proposed to have third through fifth-grade students participate, as
the game was targeted to teach mathematics at this level. However, pretest
results for fourth- and fifth-grade students showed the majority to be
achieving a year below grade level. Within these particular schools, it was
determined that third-grade students were not performing at a high enough level
to benefit from the program. Therefore, the pilot was conducted only with
fourth- and fifth-grade students.
In
the interest of creating a workable prototype within a short time frame, we
used commercial solutions, SurveyMonkey for collecting pre-test and post-test
and SAS software for data management and statistical analysis. Use of a
multiple choice format allowed students to randomly guess at an answer and
still have a 25% probability of getting the answer correct. This guessing,
along with the generally low pretest scores resulted in low-test reliability.
We have since re-written these tests using our own code to be all open-ended
response.
These
complications in the research should not discourage further work in the area of
educational games based on indigenous culture. The gains in test scores were
both substantial and significant. Perseverance in solving problems in
mathematics is part of the Common Core standards adopted by 37 states. Spirit
Lake: The Game emphasizes perseverance, a core Dakota value, and although no
quantitative measure was included for perseverance in the pilot, qualitative
indicators suggest an improvement on this dimension.
Students
in both of the schools researched showed little perseverance initially. If a
problem was difficult, the student simply gave up. This same lack of
perseverance was shown during the intervention. In the first weeks, if students
could not answer a question, he or she immediately asked the teacher or site
coordinator for the answer, or guessed at random. After three weeks, half-way
through the intervention, many of the students were observed, unprompted to
begin using a pencil and paper to try to work out problems in the game. On the
post-test, 5% of the students simply quit well before finishing the test. All
of these were from the control group.
One
advantage of Spirit Lake: The Game and
other video games is the capability of automated collection of student
engagement. While observational measures of student time on task are more
reliable than teacher or student self-report, their use is prohibitively
expensive, requiring multiple on-site assessments of each classroom and
specialized training (Fredricks et al.). Games, in contrast, can monitor
student activity by the number of minutes each student is interacting with the
program.
The
present study lends indirect support for the proposition that teaching
traditional values, particularly perseverance, can impact Native American
student achievement through increased effort. Future research will compare
games with and without lessons in traditional values to directly test for effects
on perseverance in instructional activities and resulting impact on
achievement.