Week 11 - "Applying Ethnomathematics as a Future Educator" - Blog 5!

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Hello, everyone, welcome to the final blog! 

In this final blog post, the professor has asked me to reflect on the EDUC-4P75 Ethnomathematics course as a whole and how it will be applied in my career as a future educator. As I reflect on the journey through my ethnomathematics course, I'm struck by the profound impact it has had on shaping my perspective as a future educator. The insights gathered from this course will undoubtedly influence my approach to teaching and engaging with students in the realm of mathematics.


One of the key takeaways from this course is the introduction to ethnomathematics itself. In the beginning, the term was unfamiliar to me and my peers, yet as the weeks progressed, its significance unfolded. Ethnomathematics bridges the historical, cultural, and social aspects of mathematics, revealing its relevance in our lives today. As a prospective mathematics educator, I feel compelled to introduce this concept to students at an earlier stage. Providing a glimpse into this multidimensional field might just be the spark needed to ignite an interest in mathematics, potentially guiding students toward careers in this domain.


In continuation, the broader consideration of ethnomathematics presents a valuable perspective for teaching. The conventional curriculum often falls short in recognizing the diverse experiences and educational backgrounds of students worldwide. Through this course, I've realized that mathematics goes beyond simple math calculations; it's a language and a thought process shaped uniquely by various cultures. This awareness equips me to cater to the diverse needs of students, acknowledging and embracing the richness of mathematical understanding across different societies.

Yet, beyond the knowledge I aim to teach, the most significant shift has been in historical perspective. Ethnomathematics has revealed the deeper stories behind mathematical concepts. It has unveiled the historical narratives and future implications embedded within mathematical theories and practices, including their origins in Asia and Europe. This revelation fuels my desire to convey to students that mathematics isn't just about equations and calculations; it's a living narrative, shaped by history and continually shaping our future.


As I envision stepping into the role of an educator, I recognize the significance of integrating these ethnomathematics insights into my teaching approach. My aim is not only to transmit mathematical knowledge but to inspire curiosity, appreciation, and a broader understanding of the world through mathematics. The complex nature of mathematics deserves exploration, and I aspire to create an inclusive space where students can delve into its complexities while embracing cultural diversity and historical context.


In conclusion, the journey through my ethnomathematics course comes to a close. Thank you for accompanying me on this learning adventure. I've cherished the opportunity to share these insights, and I hope they've sparked curiosity and enthusiasm within you as they have within me. 


One last time, with warm regards,


Dylan Gosse






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