Week 5 - "Embodiment of Mathematics" - Blog 4!
Hello, again, and welcome back to another blog!
This week’s lecture in EDUC-4P75 Ethnomathematics was a bit of a shift, where we had a guest speaker, Dr. Khan, who was nothing short of enlightening. His unique perspective shed light on the fascinating interconnection between peace and the teaching of mathematics. Exploring the depths of ethnomathematics through Dr. Khan's lens offered a fresh outlook on how mathematics intertwines with our daily lives, culture, and the broader spectrum of human experiences.
One of the most intriguing concepts introduced by Dr. Khan was the idea of "embodied mathematics." This approach emphasizes understanding mathematics through physical experiences and recognizing the significance of our bodies in mathematical processes. The illustration below was presented by Dr. Khan, depicting the intricate connection between our individual lives and mathematical complexity, showcasing how deeply embedded mathematics is in our existence.
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Dr. Khan continued in his presentation by touching on the steel drum instrument. The analogy drawn between mathematics and the crafting of the steel drum was particularly interesting. Crafting the steel drum requires precision and an understanding of mathematical concepts. It's not merely about creating a musical instrument; it's about 'mathematising' culture and tradition (Khan, 2008). Furthermore, the act of playing the steel drum embodies the essence of mathematics, involving the whole body in the musical performance. The creation of an orchestra with multiple steel instruments is an example of a complex system arising from such individual embodiments. A picture of two steel drum patterns can be seen below which were provided in the lecture to showcase mathematical patterns in music.
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Dr. Khan's profound discussion on Indigenous land acknowledgments left a lasting impression. His personal connection to the land acknowledgment and the depth with which he delved into its significance stood out as a meaningful gesture. It emphasized the importance of respect and knowledge when acknowledging the indigenous land, setting a powerful example for all. This serves as a reminder of how mathematics contributes to the flourishing of humans and other species. Our role as educators becomes clear—to facilitate a conducive learning environment that acknowledges this interconnectedness. We're tasked with creating spaces where mathematical ideas intertwine with experiences, fostering collaboration, curiosity, and communication.
The emotions evoked during the lecture altered between intrigue and excitement. Dr. Khan's journey through the evolution of his work in ethnomathematics showcased the ever-changing nature of this field. It was inspiring to witness the width of possibilities within ethnomathematics, starting from broader perspectives and gradually delving into more precise topics, as seen in the image from Dr. Khan’s lecture below.
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As a future educator, I'm inspired to provide my students with the ability to perceive the world through an ethnomathematics lens. Ethnomathematics is more than just math, it's a way of interpreting life from a different viewpoint. Dr. Khan's lecture illuminated the vast possibilities and essentiality of incorporating ethnomathematics in education, a belief I aim to carry forward in my future teaching endeavors.
Until next time, with warm regards,
Dylan Gosse
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