Ethnographic Case Study

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“Improving Elementary American Indian Students' Math Achievement with Inquiry-Based Mathematics and Games” describes a 2008-2009 ethnographic case study of four fifth grade classrooms with varying levels of Native American student enrollment (Stone & Hamann, 2012). Dr. McMillan (2016) refers to ethnography as “the quintessential qualitative approach” (p.312). Stone contends that it remains necessary to “account for what was actually happening with American Indian and other children in these classrooms” prior to asking questions regarding the efficacy of programs (Stone & Hamann, 2012, p. 53). Toward this end, Stone employed observations, interviews, and participant observations.
In this study three of the schools, Lincoln, Washington, and Jefferson, enrollment included high percentages of American Indians. The fourth school, Roosevelt possessed comparatively lower percentages of America Indians. The district considered this school to be an exemplar of inquiry-based mathematics implementation and was therefore included in the study. Stone (2012) studied one-fifth grade classroom in each school. The employment of pseudonyms for the district, schools, and teachers involved in the study maintains privacy rights. Class size and class demographics remain concealed however; Stone provides
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The district adopted this program as a component of Project Inquiry-Based Math (Project IBM). Specifically, Stone (2012) was concerned with ascertaining the level of fidelity in implementing the mathematics curriculum in a culturally responsive manner amongst the three schools possessing high American Indian enrollment. Additionally, Stone (2012) examines what if any strategy existed at the fourth school that explained high achievement amongst all student

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