Ethnomathematics and the Philosophy of Mathematics (Education)

MaPan, 2020

Mathematics is a symbol of rationality and the highest intellectual achievements of human civilization. Mathematics has always been seen as abstract and formal knowledge. However, in the last few decades, the idea has emerged that mathematics is a knowledge that develops in human cultural activities. The concept of mathematics in culture is widely known as ethnomathematics. This paper aims to briefly describe the history, criticism, and challenges of ethnomathematics, the thoughts of ethnomathematics experts, and their influence in learning mathematics today. The development of ethnomathematics gave rise to a field of study covering aspects of anthropology and the history of mathematics, non-formal mathematics practice, traditional mathematics, and multicultural learning. Various research results indicate that ethnomathematics contributes to improving school mathematics. Although culture has an important role in learning mathematics, to integrate it requires comprehensive efforts to...

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Science Technology & Human Values, 1997

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2011

Ethnomathematics studies the cultural aspects of mathematics. It presents mathematical concepts of the school curriculum in a way in which these concepts are related to the students' cultural and daily experiences, thereby enhancing their abilities to elaborate meaningful connections and deepening their understanding of mathematics. Ethnomathematical approaches to mathematics curriculum are intended to make school mathematics more relevant and meaningful for students and to promote the overall quality of their education. In this context, the implementation of an ethnomathematical perspective in the school mathematics curriculum helps to develop students' intellectual, social, emotional, and political learning by using their own unique cultural referents to impart their knowledge, skills, and attitudes. This kind of curriculum provides ways for students to maintain their identity while succeeding academically.

ICME-13 Monographs, 2017

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Proceedings of the 13th International Congress on Mathematical Education

The Proceedings of the 12th International Congress on Mathematical Education, 2015

presented a paper illustrating how schools can change when funds are available to assist schools and communities to implement appropriate and effective professional development, to establish partnerships between school and community, to revise teaching approaches and curriculum, to overcome disadvantage, and to value family and Aboriginal cultural heritage. She stressed that the people involved and their planning are critical for transformation. The schools were in a Smarter Stronger Learning Community so they supported each other across schools but other programs in the various schools were also important in achieving change. Zhou Chang-jun, Shen Yu-hong, Yang Qi-xiang (Dehong Teachers' College) presented a paper about Dai ethnic mathematical culture, which is an important part of Dai ethnic culture. Mathematical elements show in their daily life. Through a research project of the Yunnan Dehong Dai people in southwest China, they collected the first-hand information, tried to do a small investigative study, and collected mathematics teaching resources that are useful to primary and secondary schools students on mathematics learning in this minority areas.

ETHNOMATHEMATICS AND MATHEMATICS …

2020

Ethnomodelling can be considered as the association between ethnomathematics and mathematical modelling that enables members of distinct cultural groups to perceive a different reality in relation to the nature of mathematical knowledge. It also provides insights into many diverse forms of mathematics developed locally. Thus, ethnomodelling is defined as the study of mathematical phenomena that adds cultural components to the modelling process. The development of this connection is conducted through three cultural approaches: local, global, and glocal, which are used in the conduction of ethnomodelling investigations that aim to work against colonialism in order to value and respect sociocultural diversity of members of distinct cultural groups. Because ethnomodelling seeks to promote the development of understanding of differences through dialogue; it is important to argue for its inclusion as a translational process for systems taken from the reality of the members of diverse cult...