How Is Ethnomathematics Conceptualized And Theorized?

Ethnomathematics can be theorized as the “way in which people from a particular culture use mathematical ideas and concepts for dealing with quantitative, relational, and spatial aspects of their lives”. In addition to different ethnic groups, cultures may also include “urban and rural communities, groups of workers, professional classes, children in a given age group, indigenous societies, and so many other groups that are identified by the objectives and traditions common to these groups”.

Ethnomathematics embodies a culturally responsive pedagogy in which it’s “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”.

I believe that in order to fully conceptualize ethnomathematics, one must experience the relevance and application of mathematical concepts within that culture first-hand. Just as learning is enhanced with the use of hands-on activities, field trips, and problem-based learning, conceptual understanding of ethnomathematics is strengthened by the act of doing.

An example of experiencing ethnomathematics in the Hawaiian culture involves the traditional practice of 'ohe kāpala (bamboo stamping) where geometric transformations are used to create patterns and designs. Having an ethnomathematical approach focuses on the cultural aspect of mathematics, presents concepts in such a way that students can find relevance in their cultural and daily experiences, and enables students to create meaningful connections and deepen their mathematical understanding.

Ethnomathematics is important because it perpetuates the practices, traditions, and values of cultures. Since mathematics is “the most important intellectual instrument to explain, understand, innovate, and aid, principally to solve the greatest problems that are affecting humanity”, it is crucial that mathematics curricula incorporates an ethnomathematical framework. A traditional mathematics curriculum lacks a culturally responsive pedagogy, emphasizes the technical aspects of mathematics, and ignores the cultural contributions and any debate over the issues of mathematics that exists in our world. Integrating students’ cultural references strengthens their social, emotional, intellectual, and political learning, and allows students to preserve their identity as well as achieve academic success.

As classrooms become more diverse, teachers must be attentive to the changes in demographics and cultures that exists in the classroom. In particular, there has been an increase in the the amount of students speaking their native languages other than English, therefore it is vital that teachers expand and strengthen their cultural linguistic knowledge so that they may teach more efficiently. For example, when bilingual students code switch, alternate between two languages during conversation, Greer (2009) states that:the consistent conclusion that code switching is not a reflection of a low level of proficiency in a language or the inability to recall a word is relevant to bilingual mathematics learners. It may seem reasonable to conclude that uttering a word in Language A in the middle or an utterance in language B means that the speakers does not know or cannot retrieve that word in language B. Researchers in bilingualism caution us against using someone’s code switching to make conclusions about their language proficiency. Likewise, it is not warranted to draw simple conclusions about a student’s mathematical proficiency on the basis of his or her code switching.

Mathematics instruction should stem from students’ cultural familiarity where students can make connections and understand the mathematical content in the context of their culture. By ignoring these connections, we are disrespecting students, treating their learning in isolation from their roles as citizens, and enabling them to use the knowledge gained to contribute to society.

I believe that there is a place for ethnomathematics in every school and classroom because each learning environment is embedded in a community and every community is rooted in culture. Schools can utilize the natural resources and environment unique to their place, and although the demographics, class structure, and content will look different from classroom to classroom, the principles and foundation of ethnomathematics should still be prevalent in the learning environment. Although ethnomathematics has a place in every school and classroom, it may not be possible, or even appropriate, to integrate it into every lesson. Ethnomathematics should be used “as vehicles to make mathematics learning more meaningful and to provide students with the insights of mathematical knowledge as embedded in their social and cultural environments”. If students are unable to make a cultural connection to the topic, the integration will lack authenticity and meaning. To avoid this, it is paramount that teachers learn about their students’ cultures, interests, needs, and backgrounds in order to identify the cultures that exist and emerge within their classroom. Only then can the teacher provide students with the opportunities to benefit from the positive impacts of ethnomathematics.