Blog 1: The role of ethnomathematics in mathematics education
This article relates to the fifth international congress of mathematical education which was in 1984 held in Australia. The dedicated topic for the conference was ethnomathematics in mathematics and included groups that are devoted to the study and practical use of ethnomathematics.
As stated by Shirley and Palhares ‘Ethnomathematics work ranges from field reports of Mathematical users by various cultural groups, to applications in the classroom cross cultural project and theoretical discussions of the foundations and directions of ethnomathematics’ (2013).
Presenters covered classroom issues and raised questions of the value of using local cultural mathematics vs concerns to prepare students for exams based on world mathematics. Given examples of mathematics in a cultural context included the use of mathematics and mental problem solving skills used by child street vendors in Lebanon and an adult bus conductors in India.
Other papers included integrating cultural aspects into the school curriculum Latas and Moreira focus was on the connections and mathematical communication between the students with an example of boomerangs and the question of what are they, how do they work, which are the best?
Owens focus was on the indigenous gap of learning in mathematics reporting that communication between elders in the indigenous culture, school leaders and teachers was having a positive impact for the students learning.
Chan-jun, Yu-hong, and Qi-xiang linked ethnomathematics to geometry with object and daily life using example of clothing design and local architecture - with photos.
Rosa and Orey made links between ethnomathematics and modelling as a way of translating and comparing between cultural groups and history.
Mesquita refers to ethnomathematics as allowing her to establish bridges between the different cultural groups.
Reference
Shirley, P. & Palhares, P. (2013). The role of ethnomathematics in mathematics education. Retrieved from: http://www.redalyc.org/pdf/2740/274030491001.pdf
I believe after reading this article that mathematics to be taught successful needs to include culture. To be authentic to the students and their life so they know why and how the mathematical concepts are being taught and how to use them. This also links with problem solving skills, quite possibly fermi problems skills linking to ‘real world’ situations. Linking learning though culture can give students a common knowledge to start from, however living in multicultural Darwin there are a number of cultures in the one room, it is important for all students to explore, participate and elaborate their ideas and their learning. I personally think to make ethnomathematics successful in the classroom a teacher needs to allow for integration, inclusion and scaffolding between students.