During the past thirty-five years, he has had the privilege and opportunity to work with Yup’ik teachers and elders in Alaska as a faculty member at the University of Alaska Fairbanks, School of Education. He has published ethnographically-oriented studies on Yup’ik pedagogy to quantitative/efficacy studies on teachers’ implementing the Math in a Cultural Context elementary school supplemental math curriculum. More recently, he and his colleagues have become aware of the elegance and power of a few fundamental Yup’ik concepts, measuring as comparing and halving, as a way to build an alternative mathematical learning trajectory. This developing framework is the foundation for our and new elementary school curriculum and professional development work.