PME-NA

Mathematics Teachers and Political Scientists Co-Designing Culturally Relevant Data Science Lessons

• In Event: Poster Session #1
  In Poster Session: Mathematics Teachers and Political Scientists Co-Designing Culturally Relevant Data Science Lessons

Description

This poster presents findings from a study exploring what secondary math teachers in Guam and Saipan learn when co-developing data science curriculum with local political scientists. This research, part of the Amplifying Indigenous Micronesian Intelligence for Data Science (MINDS) with Culturally Relevant Data project, examines how culturally relevant data science can empower students and sustain cultural identity. Grounded in culturally relevant pedagogy, this study addresses the systemic erasure of Indigenous knowledge in mathematics education, particularly in the region of Micronesia. Using a co-design methodology, two secondary math teachers collaborated with political scientists to create lessons integrating real-world, culturally meaningful data. Preliminary findings suggest this process fosters a humanistic approach to data science, promotes reciprocal learning between educators and political scientists, and challenges systemic barriers in mathematics education. This study aligns with PME-NA 2025’s theme by demonstrating how mathematics education can be a space for cultural futurity rather than exclusion.

Author

• Richard Velasco, University of Florida