Ethnomathematics Through Ethnomodeling
Math is a diverse subject and having different cultures in the classroom creates a challenge for teachers. Teachers need to find different strategies, perspectives and approaches in order to incorporate different cultures into the classroom and reach each and every student (Orey & Rosa, 2012). One alternative approach that can be a possible solution to this challenge is ethnomodeling. Orey and Rosa (2012) describe ethnomodeling as something that “brings the cultural background of students into the mathematics curriculum and helps connect the cultural aspects that surround a school to the teaching and learning of mathematics” (p. 184). They have found that this method of teaching helps create a curriculum that is equal and fair for all students, as well as intellectually deeper, resulting in smaller achievement gaps between students (Orey & Rosa, 2012). When planning, teaching, modeling, and assigning tasks or problems, teachers need to incorporate a cultural perspective in order to make it meaningful to students. The other cultural ways of doing things need to be included in the teaching and learning of mathematics. Ethnomodeling provides students with the opportunity to solve problems and learning mathematics through the cultural activities that occur in their communities throughout their daily lives (Orey & Rosa, 2012). Through ethnomathematics and ethnomodeling, teachers are able to include different cultural ways of doing things and different systems of knowledge into their teaching and learning of mathematics (Orey & Rosa, 2012). This will allow for different cultures to be brought into the classroom and will make learning relevant and relatable for all students because it will include a context that has a direct relation to the community and their everyday lives.
But how can teachers include all cultures into their mathematics classrooms? Orey and Rosa (2012) suggest that teachers view students as cultural beings and that they take the time to embrace diversity, become familiar with the culture and cultural background of their students, and incorporate that into their mathematics lessons and problems. This will allow teachers to use students past experiences to create a classroom environment that is relevant and effective for students, which is the primary goal of ethnomodeling (Orey & Rosa, 2012). They state that the main principals of this approach are that “students must experience academic success, students must develop and maintain their cultural competence, and students must develop a critical consciousness through which they may challenge social justice” (Orey & Rosa, 2012, p. 189). Ethnomodeling places emphasis on the form of mathematics, such as the how the ideas are developed, presented, acquired and accumulated (Orey & Rosa, 2012). In the classroom, the teacher must get to know each and every one their students and incorporate their culture and interests in their teaching strategies as much as possible, in order to create context and meaning for each student. This will create a student-centered classroom that will allow for the success for all students. Feeling as though they can relate and connect to the content will grab students’ attention and make them feel determined to understand and succeed in mathematics. Therefore, by embracing diversity and including the cultural background of students into the mathematics classroom, they will be able to connect to what they are learning on a personal level, ultimately increasing their understanding and success.
But how can teachers include all cultures into their mathematics classrooms? Orey and Rosa (2012) suggest that teachers view students as cultural beings and that they take the time to embrace diversity, become familiar with the culture and cultural background of their students, and incorporate that into their mathematics lessons and problems. This will allow teachers to use students past experiences to create a classroom environment that is relevant and effective for students, which is the primary goal of ethnomodeling (Orey & Rosa, 2012). They state that the main principals of this approach are that “students must experience academic success, students must develop and maintain their cultural competence, and students must develop a critical consciousness through which they may challenge social justice” (Orey & Rosa, 2012, p. 189). Ethnomodeling places emphasis on the form of mathematics, such as the how the ideas are developed, presented, acquired and accumulated (Orey & Rosa, 2012). In the classroom, the teacher must get to know each and every one their students and incorporate their culture and interests in their teaching strategies as much as possible, in order to create context and meaning for each student. This will create a student-centered classroom that will allow for the success for all students. Feeling as though they can relate and connect to the content will grab students’ attention and make them feel determined to understand and succeed in mathematics. Therefore, by embracing diversity and including the cultural background of students into the mathematics classroom, they will be able to connect to what they are learning on a personal level, ultimately increasing their understanding and success.
Here is an example of a summer program in Hawaii that provided teachers with a hands on experience with ethnomathematics through ethnomodeling.