The purpose of this study reported in these pages was to ascertain how well the educational system as practiced in the public high schools of New Mexico was complying, 1948-1949, with the provision of the state Constitution, included in Article XII, which stipulates that "a uniform system of free public schools sufficient for the education of, and open to, all the children of school age in the state shall be established and maintained."

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The problem with which this study is concerned is the development of a process model through which culturally-relevant learning materials could be developed. "Culture-based learning materials" are defined to be materials which take into account the child's cultural/linguistic/experiential background and his natural interests. An illustration of the use of the model, for the purpose of demonstrating how to devise culture-based learning experiences via the model, is provided. Teachers of elementary school children in three school districts in northeastern New Mexico were invited to participate in the illustration. Their duty was to collect data via the instrument designed in the second part of the model. The data collected indicate that the majority of children attending these schools are "bilingual" in Spanish and English. Certain literature on teaching Mexican-American children is therefore summarized. For illustrative purposes mathematics was chosen to represent the school's curricula. Hence a synthesis of certain literature on teaching mathematics to "bilingual" children is also provided. Illustrative culture-based mathematics learning experiences for use by teachers in northeastern New Mexico are presented and discussed.

No description available.