Cherokee Student Experiences in Mathematics Classes and Perceptions of Culturally Relevant Pedagogy

Abstract

This Indigenous study examines Cherokee students’ experiences in mathematics classrooms and how those experiences relate to the tenets of culturally relevant pedagogy (CRP). While research often focuses on achievement data and instructional strategies, Indigenous students’ voices are rarely centered. This study addresses that gap by exploring how Cherokee students experience mathematics.Guided by an Indigenous research paradigm and Two-Eyed Seeing, storytelling is used as methodology and method. Data were collected through participant conversations and talking circles with Cherokee students of an Indigenous High School in Oklahoma and analyzed using storytelling and comparative analysis. Findings show that relationships with teachers are central to students’ mathematical experiences, shaping their engagement, confidence, and participation. Students emphasized the importance of being seen as capable and supported. The study also reveals tensions between independent and collaborative learning as well as varied experiences with cultural inclusion. While aspects of CRP were present, findings suggest it does not fully reflect Indigenous ways of knowing.