Term
Fall 2025
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Shelley Orr and Betsy Parrish
Content Expert
Chee Xiong
Abstract
The research question answered in this capstone paper is: “How can educators integrate Hmong culture into their math instruction in ways that support both academic growth and cultural identity?” This paper focuses on the need for culturally responsive teaching in mathematics for elementary Hmong students and the convergence of cultural identity, student engagement, and meaningful learning experiences. This capstone paper includes a literature review that explores culturally responsive pedagogies and practices in classrooms, the importance of cultivating mathematical identity in Hmong students, and the integration of Hmong culture into elementary math instruction. The results of this capstone paper lead to Threading Hmong Culture into Math, a curriculum of five instructional units that interweaves Hmong culture with third-grade mathematical content: Paj Ntaub with geometry, farming and measurement, Hmong markets and operations, family and data, and developing mathematical identity. The curriculum includes a pacing guide, lesson plans, criteria for success, and instructional materials.
Project Type
Curriculum
Keywords
Charter Schools, Curriculum, Mathematics, Teachers/ Teaching
Recommended Citation
Vang, Lisa, "Threading Hmong Culture Into Math: Supporting Hmong Elementary Students Through Integrative Practices" (2025). School of Education and Leadership Student Capstone Projects. 1148.
https://digitalcommons.hamline.edu/hse_cp/1148
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects