Integrating Ethnomathematics into the Canadian Classrooms
Consider some of the trends and issues surrounding the teaching and learning of mathematics at the elementary school level (and to investigate the connection between theory and practice).
Please include the following references and more.
Ascher, M., & D'Ambrosio, U. (1994). Ethnomathematics: A Dialogue. For the Learning of
Mathematics, 14(2).
Bjarnadottir, K. (2010). Ethnomathematics at the Margin of Europe: A Pagan Calendar. The Journal of
Mathematics and Culture, 5(1), 21–42.
D'Ambrosio, U. (2001). What Is Ethnomathematics, and How Can It Help Children in Schools? Teaching
Children Mathematics, 7(6), 308–310.
D'Ambrosio, U. (2002). Cultural Framing of Mathematics Teaching and Learning. In Biehler, R., Scholz,
R. W., Straber, R., & Winkelmann, B. (Eds.). Didactics of Mathematics as a Scientific Discipline.
New York, Boston, Dordrecht, London, Moscow: Kluwer Academic Publishers. Retrieved from
http://ebooks(dot)kluweronline(dot)com.
D'Ambrosio, U. (2007). The Role of Mathematics in Educational Systems. Zdm, 39(1-2), 173–181.
doi:10.1007/s11858-006-0012-1.
Diez-Palomar, J., Simie, K., & Varley, M. (2006). “Math is Everywhere”: Connecting Mathematics to
Students' Lives. The Journal of Mathematics and Culture, 11(2), 20–36.
Eglash, R. (1997). When Math Worlds Collide: Intention and Invention in Ethnomathematics. Science,Technology, & Human Values, 22(1), 79–97.
Integrating Ethnomathematics into the Canadian Classrooms
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Integrating Ethnomathematics into the Canadian Classrooms
The effects of globalization can be felt all over the world. It is the cause of the demographic shifts and plurality of cultures across the globe. All the aspects in regard to multi-culturalism in the society have become important to mathematics as a discipline and education in general. Discussing mathematics from a cultural perspective is important in understanding it as a discipline that is diverse and can be interpreted in various ways. According to an earlier scholar Sleeter (1997), ethnomathematics challenges students in challenging the history of mathematics allowing them to have its full picture. He continues to explain further that it engages the students in a practical problem solving that is used across the globe. Ethnomathematics is a concept that allows teachers to use knowledge from the different cultures in their classrooms. This fosters respect to all people, broadens students' understanding and increases their opportunities for engaging with others. This paper will begin by outlining some few definitions of ethnomathematics.
Definitions of Ethnomathematics
According to D'Ambrosio (2001), ethnomathematics is a term is used to explain the relationship between mathematics and culture. Casey (2007) gives her version of the definition the study of mathematics that considers the culture of the children. Bishop (2002), describes as a theoretical concept that considers mathematics to be a cultural product and that it is “culturally shaped”. However, many scholars have criticized this definition on the grounds that mathematics is focused on European concepts thus disputing the claim that it is "culturally shaped."
Ethnomathematics was mainly developed to help children in developed countries whose culture was becoming diverse (Tunner, 1999). Therefore, it can also be used in Canada where teachers are seeing students from different cultures in their classrooms. The concept makes both teachers and students aware that mathematics as a discipline involves values and beliefs in the society.
Ethnomathematics in the mathematics curricula
According to the Alberta Program of Studies, the mathematics curriculum requires the students to make connections between school and home. One of the outcomes of the curriculum states that students should "investigate, establish and communicate rules for and predictions from numerical and non-numerical patterns including those found in the community." The Alberta Education is attempting to include real world knowledge aspects with those of the classroom. However, it can be argued that this curriculum does not fully address cultural contributions towards mathematics as a discipline. Some scholars have noted that children from different cultures can be proud of their people's achievements if they are included in the discipline and failing to include them indicates that they never existed (Zaslavsky, 1999). However, other scholars have questioned how the students can be proud of their people's contributions if they are not informed? Bazin and Tamez (2002) writes that students face a lot of challenges when lea...
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