Collapsing the fear of mathematics: A study of the effects of Navajo culture on Navajo student performance in mathematics

American schools are in a state of "mediocrity" because of the low expectations in math (National Commission on Excellence in Education, 1983; No Child Left Behind Act of 2001; Duncan, 2009). Gonzales, Williams, Jocelyn, Roey, Kastberg, and Brenwals (2008) reported that low achievement in mathematics was more prominent among minority groups, particularly among the Native American student population who were substantially behind the national norm in their mathematical achievement. The Arizona Instrument to Measure Standards (AIMS) shows that Navajo 10th grade students are not proficient in mathematics (Arizona Department of Education, 2008b).;This teacher action research was a quasi-experimental design using qualitative and quantitative data to explore the effects of the Navajo Cultural Component Math Curriculum (NCCMC) on Navajo high school students' math performance and learning experiences. The research was conducted on the Navajo Reservation using two groups. The control group consisted of nine participants ( n = 9) and the treatment group consisted of six participants ( n = 6). The participants were 16-19 years old. The control group was taught using the traditional pedagogical method of teaching and learning and the treatment group was taught using the NCCMC during their regular 50 minutes scheduled math class for a period of 8 weeks from January 2010 to March 2010. The qualitative and quantitative data included a pre and post test, structured interviews, an 18-question Likert Scale Questionnaire, and a teacher journal to determine the participants' math achievement on the 11 Arizona math benchmark standards and to determine the participants' learning experiences using the NCCMC.;The result of the study revealed that the NCCMC impacted the participants' math scores on the 11 Arizona math benchmark standards. The quantitative data revealed significant increase for the treatment group. The average percent of change for the control group was 1.74 and the average percent of change for the treatment group was 2.40. The qualitative data revealed a heightened interest in math and described it as fun. The participants felt strongly that the Navajo cultural math component helped them become more confident in understanding math concepts and they appreciated that the math standards were connected to their culture.