Mathematics as an issue
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Ethno-mathematics links students' cultural knowledge and experiences to academic mathematics. It values students' diverse backgrounds and makes math more meaningful and relevant. Ethno-mathematics teaches math through culturally-relevant examples and perspectives to help students understand themselves, their peers, and mathematical concepts. As a teaching method, it allows teachers to incorporate students' cultures into math lessons to promote understanding and appreciation of mathematics as a human, cultural activity.
Mathematics as an issue
- 2. OUTCOME explain what you understand by Ethno-mathematics; discuss the value of Ethno-mathematics; illustrate how you will use Ethno-mathematics as a teaching methodology in Mathematics
- 4. INTRODUCTION •Ethno mathematics link students’ diverse ways of knowing and learning through the use of culturally embedded knowledge along with academic mathematics curriculum. •Provide more inclusive developmental programs for the diverse populations •Ethno mathematics as a teaching methodology is designed to fit the school culture of the students as the basis for helping them to understand themselves and their peers, develop and structure social interactions, and conceptualize mathematical knowledge (D’Ambrosio, 1990).
- 5. •Builds on and values the cultural experiences and knowledge of students regardless of whether they are represented by dominant or non-dominant cultural systems and empowers them intellectually, socially, emotionally, and politically by using cultural referents to impart their knowledge, skills, and attitudes in the pedagogical work in schools. •Combines an examination of the cultural and socioeconomic influences on teaching and learning mathematics.
- 6. •Mathematics content is articulated with a student’s life experiences in order to create new pedagogical approaches for the teaching and learning of mathematics, which encourages teachers to adopt a freer educational practice in classroom creating new alternative methods to teach mathematics such as ethno mathematics. •Teachers engage student’s imagination; help them to develop skills in critical thinking and analysis that can be applied to all areas of life, and to provide an effective environment for developing skills to solve real-world problems.
- 7. MATHEMATICS LEARNING •Learning of mathematics has been associated with the schooling process - mathematical concepts and skills were acquired only if individuals went to school. •However, mathematical knowledge is also acquired outside of the structured systems •No sense in regarding mathematics learning as abstract and culture free, because learning cannot be free of societal influence. •If mathematics is considered as a cultural construct, then it is a product of cultural development
- 8. •Learning environments cannot be isolated from the communities in which they are embedded. •Classrooms are part of a community with defined cultural practices. In this perspective. •Classrooms might be considered environments that facilitate pedagogical practices, which are developed by using an ethno mathematical approach. •When students come to school, they bring with them values, norms, and concepts that they have acquired in their sociocultural environment. •Mathematical concepts of the school curriculum are presented in a way that may not be related to the students’ cultural backgrounds.
- 9. •Ethno-Mathematics is necessary to restore cultural dignity and pride, anchored in traditional systems of knowledge. •Ethno mathematics includes the integration of mathematical concepts and practices from the target culture to formal mathematics. •The search for solutions for specific problems that help the development of mathematics are always imbedded in a cultural context. •In order to understand how mathematics (tics) is created, it is necessary to understand the problems (mathema) that precipitate it. It is necessary to understand those problems (mathema) by considering the cultural context (ethnos) that drives them.
- 10. VARIOUS DEFINITIONS OF ETHNO- MATHEMATICS •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. •A program that investigates the ways in which different cultural groups comprehend, articulate, and apply concepts and practices that can be identified as mathematical practices.
- 11. • A way in which people from a particular culture use mathematical ideas and concepts for dealing with quantitative, relational, and spatial aspects of their lives • The study of mathematical ideas found in any culture. • ethno refers to the social-cultural context and includes language, jargon, and codes of behaviour, myths, and symbols. • mathema tends to mean to explain, to know, to understand, and to do activities such as ciphering, measuring, classifying, inferring, and modeling. • tics is derived from techné, and has the same root as technique
- 12. • ethno refers to members of a group within a cultural environment identified by their cultural traditions, codes, symbols, myths, and specific ways used to reason and to infer • Mathema means to explain and understand the world in order to transcend, manage and cope with reality so that the members of cultural groups can survive and thrive • tics refer to techniques such as counting, ordering, sorting, measuring, weighing, ciphering, classifying, inferring, and modeling. • the mathema develops the tics within the context of ethnos because it consists of daily problems people face, larger problems of humanity, and endeavors of humans to create a meaningful world.
- 13. • Ethno mathematics refers to mathematical concepts embedded in cultural practices and recognizes that all cultures and all people develop unique methods and sophisticated explications to understand and to transform their own realities • This includes material needs as well as art and spirituality through the use of the development of cultural artefacts; objects created by members of a specific cultural group that inherently give cultural clues about the culture of its creator and users.
- 14. THE VALUE OF ETHNO- MATHEMATICS •Make school mathematics more relevant and meaningful for students •Promote the overall quality of learners’ education •Assist students to become aware of how people mathematize and think mathematically in their culture, to use this awareness to learn about formal mathematics, and to increase the ability to mathematize in any context in the future •Leads to the development of a sequence of instructional cultural activities enabling students to become aware of potential practices in mathematics in their culture so that they are able to understand the nature, development, and origins of academic mathematics
- 15. •Value and appreciate their own previous mathematical knowledge, which allows them to understand and experience cultural activities from a mathematical point of view, thereby allowing them to make the link between school mathematics and their real world and daily life •Understand the nature of mathematics as they become aware of the mathematics in their culture. •See mathematics as a human activity rather than just a set of symbols, numbers, and figures presented only at school. •Acquire the tools to better comprehend the relevance of mathematics in the various aspects of their everyday lives. •an ethno mathematics curriculum offers students, especially minority students, the motivation to perceive mathematics as an important cultural tool that facilitates their mathematical learning. •Allows students to perceive mathematics as a significant part of their own cultural identity.
- 16. RECOMMENDATIONS•Mathematics curriculum must be grounded in a constructivist approach to learning and seek to change the way mathematics teachers construct their learning environments. •Produce teachers who are able to facilitate a mathematics learning environment grounded in real life experiences and to support students in the social construction of mathematical knowledge. • A mathematics curriculum that is based on students’ knowledge, which allows teachers to have more freedom and creativity to choose academic mathematical topics to be covered in the lessons. •Teachers can engage students in the critical analysis of the dominant culture as well as the analysis of their own culture through an ethno mathematical perspective.
- 17. ASSESSMENT Explain what you understand by Ethno-mathematics. Discuss the value of Ethno-mathematics. Illustrate how you will use Ethno-mathematics as a teaching methodology in Mathematics.