Ethnomathematics
Ethnomathematics embraces the mathematical ideas, thoughts and practices developed by all cultures. Ethnomathematics places a reliance on the idea that each cultural group developed its own ways, styles, and techniques of doing certain tasks, and responses to the search of explanations, understanding, and learning, which are named systems of knowledge. Ethnomathematics may also be considered as a program that seeks to study how students have come to understand, comprehend, articulate, process, and ultimately use mathematical ideas, concepts, procedures, and practices that may solve problems related to their daily activity. Mathematics in the curricula of North America (Ontario being an example) is dominated by the preferences of the West. This prevailing Eurocentrism within the curriculum poses a problem in mathematics education for the many non-Western cultures that have moved to or are already residing in Ontario. Students do not see their cultural identities or mathematical practices reflected within their Math classrooms.
Mathematics education and mathematical ideas that originate from members of various cultural groups are constantly reshaping one another. In order to succeed, mathematics education cannot ignore cultural considerations. Teachers and curriculum designers have to take into account the changing cultural background of a society. Different cultures may have different perceptions of time and space, logic, problem solving methods, society, values, or which questions are considered legitimate. Discounting this doesn't enable students to view mathematical practices from their culture. These students who have moved from another culture are thereby discouraged in Math classrooms as they are being provided a picture of "Eurocentrism." The potential of nurturing novel views and discussion on Math issues is thus removed.
Mathematics education and mathematical ideas that originate from members of various cultural groups are constantly reshaping one another. In order to succeed, mathematics education cannot ignore cultural considerations. Teachers and curriculum designers have to take into account the changing cultural background of a society. Different cultures may have different perceptions of time and space, logic, problem solving methods, society, values, or which questions are considered legitimate. Discounting this doesn't enable students to view mathematical practices from their culture. These students who have moved from another culture are thereby discouraged in Math classrooms as they are being provided a picture of "Eurocentrism." The potential of nurturing novel views and discussion on Math issues is thus removed.