Charles Darwin University

EMA300 Mathematising and Contextualising

Assignment 2: Presentation on Mathematics as a Cultural Construct
By: Leander Hellet (S220801)

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 This paper will discuss the theory and implementation of ethnomathematics.

The most prominent ethnicity that will be considered in this paper is the Aboriginal

Peoples of Australia as this group has the most difficulty in Australian schools. The

use of ethnomathematics will help to incorporate their culture into the classroom and

give relevance to the lessons. This paper will explain the means and methods that can

be used to open a dialog with the children and help them to gain understanding of the

materials presented.

Definition of Ethnomathematics

In a work published by Brazilian mathematician Ubiratan DAmbrosio (2001),

ethnomathematics is a term he used to convey the relationship between mathematics

and culture. He stated that mathematics is absolutely integrated with Western

civilization, which conquered and dominated the entire world. The only possibility of

building up a planetary civilization depends on restoring the dignity of the losers and,

together, winners and losers, moving into the new. Ethnomathematics, by

DAmbrosios reasoning, is a step towards peace.

In order to elicit understanding of the topic the word ethno refers to an

ethnicity, the identity of a cultural group. Ethnicity is the cultural identity of a group

is made up of: language, codes, values, jargon, beliefs, food and dress, habits and

physical traits. Ethnicity is what gives a group its unique identity.

In their work Rosa & Orey (2011), state that mathematical instruction in

classrooms today require appropriate and ongoing adjustments to suite the

demographics of students. In other words teaching mathematical content becomes

more meaningful when cultural and explicit connections are relevant to a students

culture and real-life experiences. While a clear definition of ethnomathematics

provides a foundation for understanding the concept. What is the purpose of

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ethnomathematics? According to Rosa & Orey (2011), the purpose of

ethnomathematics is to understand that students learn differently and as educators we

need to adjust our approach to teaching mathematics by building our content

knowledge with a purpose of delivering mathematics in many different modes.

Again, this reiterates the importance of knowing our students and how they learn and

at the same time being mindful that cultural groups articulate concepts differently.

Now that we know what ethnomathematics is and the purpose of it what does

it look like in action? Ernst (2017), discusses one idea that requires students to

conduct a math investigation therefore making a solid connection between maths and

the students. In this particular example a cohort of students attended an excursion to a

local planetarium the Bishop Museum in Honolulu. The learning objective for

students was to observe the constellations, predict the distances, angles and

relationships between stars. A similar idea could quite easily be embedded into a

lesson about Aboriginal hunting apparatus, the distances a traditional hunter might

travel as well as the mode of transport used from one location to another. What if any

navigational tools do traditional hunters use? That said ethnomathematics does not

discourage the use of textbooks as they contain vital information, however the

foundation of ethnomathematics requires acknowledging the different cultural

identities and traits of students in math classrooms world-wide.

Research conducted by Brandt and Chernoff (2015), concludes that bringing

the heart of ethnomathematics into classrooms has the potential to help engage,

inspire, and empower Aboriginal children, as well as English language learners

(ELL), in ways that traditional school mathematics has failed. For instance, Howard

& Perry (n.d), state that Aboriginal students struggles with most core subjects

compared to other Australian students. For example, this shows that Aboriginal

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students like those of different ethnic backgrounds learn differently. Consideration

toward social and cultural considerations and origins based upon the

ethnomathematics concept combined with an enthusiastic educator that incorporates

ethnomathematics has the potential to improve results for some of these students in

the long-term. I wonder if all is what it seems? Keep reading to find out.

Contradictions and Criticisms of Ethnomathematics

In a mathematics education study conducted by Domite and Pais (2010), the

duo identified that ethnomathematical concepts resulted in the exclusion of children

instead of inclusion. For example, in South African schools the idea of

ethnomathematical ideas is likely to fail due to political issues, racial and ethnic

tensions. The consequence of this result in students being denied access to

mathematics at an academic level as this was privilege and reserved solely for white

students. In fact, the duo states that in South Africa bringing students background

into the classroom could come to mean reproducing those inequalities on the

classroom. Rowlands and Carson share this view and argue that anyone can master

more than one culture. Clearly, schools offer the ideal environment for contact with

universalized culture otherwise known as occidental culture and students regardless of

cultural background can learn and retain new mathematical knowledge.

Pais further criticises the idea of ethnomathematics studies by stating that

there is no clear directive of how research is being conducted on an international

scale. Unfortunately, the lack of appropriate ethnomathematics research creates

challenges in the education of mathematics as stated by Skovmose & Vithal (1997).

The authors identified four trends associated with research of the concept.

Firstly, there is insufficient evidence to support a solid relationship between culture

and power. Secondly, the definition of ethnomathematics is open for interpretation

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as they believe it is not possible for a mathematics academician to identify other

forms of mathematics. Thirdly, they argue that there are insufficient critiques that

define the prospect of mathematics informing reality. Lastly, the pair suggests that

for math students it is necessary to problematize the idea of a students background.

The idea involves focusing on students desires and aspirations of emancipation,

otherwise known as the students foreground.

Contextualised Learning and Aboriginal students

What is contextualised learning (CL) and how does this link

ethnomathematics to Aboriginal students? Simply put Discovery (2004), defines CL

as a students ability to process fresh information in a way they can comprehend. An

illustration of CL terms comprises of hands on experience, real world education,

active learning, integrated learning, and project based learning, school to career and

applied learning.

CL is not confined to an environment. In fact, the foundation of CL is for the

child to seek meaning and context in the subjects they are being taught regardless of

the learning environment. This learning strategy is flexible allowing teachers to

design rich learning experiences that cater for a variety of cultural and social

differences. In other words, CL makes learning relevant, meaningful and useful. An

example of a CL activity shared by Johnny (2014), provides a hands-on math

experience for students involving a toy car to measure the speed and movement of the

vehicles on an angled platform. In this activity, the learning object was the toy car

and young students were learning in the context of life experience. Orey and Rosa

(2006), provide another idea for bringing CL and ethnomathematics to life. As an

example, learning about fractions can be incorporated into recipes from different

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cultures. This combined with a cultural day for all students provides a rich and

rewarding learning experience.

Next, McGregor, MacMillan & Old (2005), state that Aboriginal students

identified in their study suffer with mathematics anxiety compared to non-Aboriginal

students. This could very well be the case simply because the Aboriginal students

lack any context to maths. The trio explored the idea of increasing the delivery of

culturally relevant math content to ease mathematics anxiety by including Aboriginal

perspectives within the curriculum. This conversation can be started by pointing out

to the Aboriginal students how they have instinctively used a variety of mathematics

daily. One example would be the woomera where the hunter calculates the distance to

his prey and determines the amount of force and angels necessary, where in the arc to

release the spear all to send the spear to his target and make the kill; all done

instinctively. This strategy resulted in a positive outcome for the students as they felt

a sense of cultural pride enhanced by the contributions that Aboriginal people have

made to mathematics and science. In addition to these findings the ability for

Aboriginal students to apply mathematical knowledge to real life scenarios

enhanced motivation and interest in learning mathematics.

To elaborate further, Mataros (1998), reflected on Aboriginal pedagogies and

ethnomathematics. His research quantified the disadvantages of traditional

pedagogy. Traditional pedagogy meant that students were grouped according to

ability and mathematics instruction was restricted to and governed by a textbook

resulting in a disinterest for mathematics. To avoid leaving mathematics instruction

to a textbook and rote learning environment it is crucial to encourage Aboriginal

students to explore the rules and mathematical relationships to overcome limitations.

Adjustments to teaching mathematics are more than just thorough contact knowledge.

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In fact, pedagogy can include everyday speech that references mathematical skills,

rules and principles. Finally, by creating a stimulating environment twined with

contextualised pedagogy, teachers will have shown students that their achievements

matter and confidence will have increased for the student and the teacher.

Inclusive learning environment and diversity

In order for ethnomathematical ideas to bare any weight in mathematics

instruction inclusive education is a necessity. The definition of an inclusive learning

environment is provided by Cornell University, (2012). Stated simply this is an

environment that supports students to feel valued, respected and comfortable to share

their perspectives and contributions equally. To illustrate Griffith University, (n.d),

suggest building a culturally inclusive teaching and learning environment by

incorporating a range of strategies. For simplicity, I have chosen to table this

information:

Strategies Example Activity

Meet with staff, students and Students will research the origins

parents to gain information about of their name. The purpose of this is to

cultural backgrounds. encourage interaction student interaction

about diversity.

Demonstrate that culture is Teacher to prepare and present a

valued and respected in the classroom. short introduction of their cultural

background.

Specifically, Strutchens (1995), refers to inclusive mathematics as

multicultural mathematics. It is expected that students of various cultures are ably to

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apply, use mathematical thinking ideas and modelling to solve common and

complicated math problems. Evidently, Strutchens five-dimension framework for

empowering multicultural students through mathematics is intended to link a

multicultural society and mathematics.

The five dimensions of a multicultural society look like this:

1. Content integration, the illumination of key points of instruction with

content reflecting diversity;

2. Knowledge construction, helping students understand how perspectives of

people within a discipline influence the conclusions reached within that discipline;

3. Prejudice reduction, efforts to develop positive attitudes toward different

groups;

4. Equitable pedagogy, ways to modify teaching to facilitate academic

achievement among students from diverse groups; and

5. Empowering school culture and social structure, ensuring educational

equality and cultural empowerment for students from diverse groups (pp. 4-5).

Then again, Creative Spirits (n.d), states that Aboriginal students experience

education barriers due to inappropriate teaching materials, lack of Aboriginal role

models and a poor connection to their community and cultural background. This is

supportive of Strutchens view which states that there is not sufficient links to

students culture in the mathematics classroom. For Aboriginal students

mathematics can be meaningful when sufficiently represented and applicable to their

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cultural background. This can, again, be addressed by pointing out how the

Aboriginal people have used mathematics all their lives without realizing it.

Nevertheless, Rosa & Orey (n.d), mention that for mathematical concepts to

broaden overall, there needs to be respect for cultural diversity, an ability to recognise

differences and similarities between mathematical concepts, knowledge systems to

increase the view of maths overall. For these ideas to be successful adjustments to

math content and instruction may be necessary in the form of addressing

ethnomathematical work to lobby for increased diversity in schools, culturally

appropriate material and pedagogy.

Contemporary applications of mathematics

Learning Path.org (2017), defined that contemporary math is class that

surveys some of the important ideas and practical applications in mathematics; such

as problem solving, mathematical modelling and number concepts. Similarly,

Boonen et.al (2016), believes the ability to solve mathematical word problems for

example requires dependent compression skills, written and mental math skills. Also,

there is an expectation that students will have learnt set mathematical operations

supported by an accurate understanding of the word problem.

Key aspects of ethnomathematics in education

Francois, (2008), examined the role of ethnomathematics in education. On a

global scale ethnomathematics has influenced mathematics philosophy due to cohorts

of multicultural classrooms. This also placed emphasis of cultural diversity in

communities and multicultural education and intercultural learning combined with

mathematical education and literacy which is a basic right of all pupils. In contrast,

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Horsthemke (2006), argues that ethnomathematics makes little sense and at best the

level of understanding of the term relates to the mathematical practices of Aboriginal

people. Furthermore, Horsthemke interprets ethnomathematics as a research

programme regardless of whether or not a cultural group has a concept of

mathematics. When posed the question what would an ethnomathematics

curriculum look like? the response addressed the value and importance of

mathematics inherent in certain cultures and societies be understood and

appreciated.

Matang (2002), disputes the claims above and believes integrating

ethnomathematics into a mathematics curriculum provides a process and strategy for

addressing learning difficulties. The author alludes to three major areas of the

mathematics curriculum that requires attention. These areas are a) the mathematics

curriculum utilised by the school; b) the strategies used to teach mathematics; and c)

researching mathematics education.

It is evident that for ethnomathematics to be successful in a classroom a

combined effort from the students and teacher is necessary to make learning relevant

to mathematical ideas which would otherwise be challenging for some students.

Matang advises that teachers build on the ethnomathematical knowledge that

students bring into the classroom from their everyday experiences. This allows

opportunities to make connections between mathematical concepts and problem-

solving strategies. A level of learning responsibility is placed on the student adding to

more mathematical and abstract ideas.

Link to Weebly blog

http://lhelletema300.weebly.com/

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