Week 2 - "Understanding Ethnomathematics" - Blog 1!

Welcome back, everybody!

In the second week of our EDUC-4P75 Ethnomathematics course, we reflected on the D'Ambrosio (1985) reading, “Ethnomathematics and its Place in the History and Pedagogy of Mathematics”, in our class discussions about ethnomathematics and the historical context of its place in mathematics education. After these discussions, I've found myself drawn to the power of perspectives in shaping mathematical understanding. I did not realize how almost everything in our world today is based on math, and how even the simplest math can differ between cultures. D’Ambrosio (1985) explains the sharp distinction between scholarly and practical mathematics in past societies, where some math lessons were only taught to the upper classes while others to laborers, which initially caught my attention. This historical disparity raised the question, “Should mathematics education be more inclusive and globally holistic, embracing the diverse approaches seen in different cultural settings?”. One of my group mates was able to make a flowchart that describes the history of ethnomathematics found below.

One of the key takeaways from our discussions was how cultural backgrounds deeply influence the ways in which mathematics is taught and understood. For example, we discussed the different ways that fractions could be represented, as some may say ½ is 0.5, whereas others see it as 50%.  It was fascinating to explore the implications of this in education. Furthermore, I was enlightened after we talked about the different approaches to education. We discussed how a constructivist approach that emphasizes generalizing and imagination differs from a traditional method that emphasizes memorization. This duality made me consider the impact of cultural perspectives on teaching styles and student comprehension. An example image can be seen below, showing the distinction between the two approaches, where one is much more inclusive.

The emotional response to these discussions was a mix of curiosity and a desire for inclusivity in education. Understanding how cultural diversity shapes mathematical learning instilled a sense of urgency about adopting more comprehensive and culturally sensitive teaching methods. I found myself questioning why, historically, certain societies restricted mathematical knowledge, and how a more globally inclusive approach might bridge educational gaps and foster a deeper understanding of mathematics. One video, found below, that was played in class was a TED Talk called, “Math is the hidden secret to understanding the world”, where Roger Antonsen (2016) explains that we must comprehend different perspectives. By understanding math as a whole, through the lens of different cultural perspectives, we can potentially unlock its full power to understand the world as well. 

Looking ahead, I'm inspired to explore more inclusive teaching methodologies that honor diverse cultural perspectives in mathematics. I was intrigued by the idea that ethnomathematics is a set of changing practices rather than a set body of fixed knowledge. I'm inclined to delve deeper into how embracing these diverse practices can enrich teaching strategies, foster empathy, and create a more universally accessible mathematical education. Exploring this path might offer valuable insights into improving mathematics education for all, regardless of cultural background.

In conclusion, this week's material provided a greater understanding of ethnomathematics in our society today and why it is important to integrate them into today’s education systems. I hope you also learned something through this post and I hope you learn more in the following posts! 

Warm regards,

Dylan Gosse

References

D’Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics 5. Retrieved from https://brightspace.brocku.ca/d2l/le/lessons/78400/topics/2324683

YouTube. (2016). Math is the hidden secret to understanding the world. YouTube. Retrieved 2023, from https://www.youtube.com/watch?v=ZQElzjCsl9o.