An Indigenous research paradigm collectively described by Wilson (2008), Archibald (2008), and Kovach (2009) has yet to be applied to research in undergraduate math education, and specifically at a Tribally Controlled College/University (TCU). Research at TCUs does not require the use of an Indigenous research paradigm, however at the outset, this study chose to center Indigenous values and ways of learning. Justification of one research paradigm from/through another research paradigm is not only unnecessary but could be viewed as decreasing academic rigor as well as devaluing Indigenous ways of knowing and learning. Applying an Indigenous research paradigm shifted the literature review from 'synthesizing the literature' to 'embodying the literature' (Ch. 2). Research questions were not developed in isolation by 'finding a gap' in the literature but through collaborative connection within a D/Lakota TCU, specifically at Sitting Bull College (SBC) between the math department and Wahohpi Kin (the Lakota language immersion nest). Connections amongst D/Lakota math, language, and culture were collaboratively determined as the central idea to encircle, (that is, to study) meaning to strengthen the web of relations (Ch. 3 and 4). In TCU math classrooms calls for local language/culture to be more integrated into the curriculum have been met with epistemological challenges as well as a dearth of math and local culture resources. The D/Lakota Math Connections study addresses both challenges at/with SBC in Standing Rock Nation. Following an Indigenous research paradigm focusing on relationality and relational accountability, groups of tribal college math instructors, Lakota language immersion teachers, and fluent elders experienced, confirmed, and refined the D/Lakota Math Connections framework (Ch. 5) as well as developed a community-based math resource for curriculum development at SBC and more broadly Ocethi Sakowin (Ch.6).This four-paper dissertation seeks to follow an Indigenous research paradigm in every possible way. This includes an emphasis on story, while also containing four distinct, peer-reviewed, published articles. Throughout the study, articulating D/Lakota math connections was both the process and the product. Further, qualitative and quantitative methods demonstrated that math and D/Lakota language fluency do grow together and for D/Lakota math to be a continued area of research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]