Ne'epapa Ka Hana
Ne‘epapa Ka Hana (NKH) is a three-year project awarded by the Department of Education, Native Hawaiian Education Act Program (Award # S362A140018). It is a technology-enabled training model to improve inclusive mathematics pedagogy. Ne‘epapa Ka Hana was designed to serve Native Hawaiian students through activities that celebrate the richness of Native Hawaiian culture.
Designed to serve Native Hawaiian students through activities that
celebrate the richness of Hawaiian culture.
Forty percent of students nationally are falling behind in high school mathematics due to poor preparation in 6th through 8th grade mathematics. Studies have shown that success at this level has a direct effect on students pursuing STEM education and has also been proven to be an excellent predictor of college entrance. For these reasons, our model aims at increasing engagement and achievement of 6th through 8th grade students in mathematics through improved attitudes and persistence, 21st century learning (deeper thinking allied with information and technology literacy), and confident mathematics proficiency. These goals will be reached by developing and testing socially and culturally responsive problem-based learning strategies. Implementation is supported by ongoing professional development for mathematics teachers and online collaborative learning network for all students.
can teach inclusive classrooms with diverse learners
high school students..
receive poor preparation in middle school mathematics
students in hawaii..
fall below proficient level in mathematics
students in hawaii..
are socioeconomically linguistically, racially, and culturally diverse
Require postsecondary education or higher
STEMD2’s Educational Approach
Social Technology Education
Enable open and self-directed learning extending beyond the classroom and into students’ communities.
Allow students to find and process knowledge in their own way and define the value of knowledge in their own context
Empower students compete in proposing creative solutions, but collaborate to critically analyze their own or others’ ideas
Allow students to explore problems from different perspectives (social, cultural or political )
Help educators demonstrate the application of know-how and know-why in natural settings
[This program] is something that all teachers and especially new teachers in Hawaii should have. Not only does it involve math for general education students, it can also be used in planning for teachers who work with those students with special needs.
I have already seen significant improvement in student learning in my classroom because my kids are more engaged and challenged.
––8th Grade Math Teacher
I’ve taken quite a few PD Courses over the years, but I can honestly say this has been one of the best PD Courses for not only myself but my students as well.
––3rd Grade Teacher
Part of the reason for the huge achievement gap in Hawaii is the lack of support available for our marginalized and special needs students.
––8th Grade Mathematics Teacher
STEMD² R&D Group
Center on Disability Studies, College of Education,
University of Hawaii at Manoa
Department of Management Information System, San Diego State University
Institute for Human Development, Northern Arizona University
Office: 1410 Lower Campus Rd #171F, Honolulu, HI 96826
Katie Gao Publication Designer
Kelly Roberts Project Director
Kiriko Takahashi Project Director
Hye-Jin Park Project Director
Greg Harris Implementation Specialist
Tsun Jaeryn Chu ICT Specialist
Misa Maruyama ICT Specialist
Michal Hron Design Specialist
Lauren Ho Content Specialist
Remy Pages Assessment Specialist
Milena Ordonez Design Specialist
Maile Evans Design Specialist
Ke Kula Kaiapuni ‘O Ānuenue
Nanakuli High and Intermediate School
Kalakaua Middle School
Aiea Intermediate School
Jarrett Middle School
Waimanalo Elementary and Intermediate School