Ethnomodeling - Orey and Rosa (2012)
There lies a section within the book, Alternative Forms of Knowing (in) Mathematics – Celebrations of Diversity of Mathematical Practices, that revolves around Culture and ethnomodeling. It begins with stating the fact due to the Western culture influence, there lies a large divide that “hinders the prospects of mathematics education in non-Western cultures” (Oray & Rosa, 2012). The researchers go on further to clarify that continuing to ignore ethnomathematics is futile, as previous attempts to define mathematics and science without it has proven to be inaccurate (2012).
Orey & Rosa have a strong belief that mathematical thinking is influence by language, religion, world-view, and economical social-political activities. As such, this paper discusses the need to adopt a “cultural perspective in problem solving methods, conceptual categories, structures, and the models used in representing mathematical ideas and practices developed by distinct cultural groups” (Orey & Rosa, 2012). By doing so, teachers would form an ethnomathematical mind set and thus create a holistic context for their students. Ethnomathematics takes into consideration knowledge, process, social mechanisms in the institutionalization of knowledge and the diffusion of this knowledge.
Furthermore, this paper goes into detail about ethnomodeling. Ethnomodeling differs from the traditional definition of modeling in that it “takes the position that mathematics education is a social construction and thus culturally bound” (Orey & Rosa, 2012). That is, as opposed to believing that mathematics is applicable in all situations, ethnomodeling takes into account difference of cultures and social aspects of mathematics. Ultimately, Orey & Rosa are stating that teachers must know their students – teachers must know students’ culture, diversity, previous knowledge, and most importantly, support differences (2012). Ethnomodeling asks teachers to get to know their students on more than just a mere 8 am to 3 pm workday.
Orey & Rosa outline the underlying principles of ethnomodeling:
- Students must experience academic success
- Students must develop and maintain their cultural competence
- Students must develop a critical consciousness through which may challenge social justice
Orey & Rosa (2012)
As such, teachers are asked to use ethnomodeling to engage the ethnomathematics program and expect students to continually succeed while maintaining their cultural viewpoint and creating connections to their cultural heritage. Moreover, ethnomodeling is known to involve real-life examples in order to gin an understanding of cultural applications. As mentioned by Orey & Rosa, “any study of ethnomathematics … represents a powerful means for validating a student’s real life experience, and gives them the tools to become critical participants in society” (2012). As such, ethnomathematics provides the ability to apply mathematics learned in the classroom to real-life situations. Students will be able to take away authentic experiences from their lessons and develop their skills in real world applications.
Overall, Orey & Rosa (2012) demonstrate a view on ethnomathematics that places an emphasis on knowing the students and creating a curriculum that understands their culture. By doing so, students are expected to succeed, develop a culture competence, and develop a critical consciousness. Through creating an ethnomathematics curriculum, students are also exposed to real-life situations and applications.
The three papers discussed here demonstrated multiple perspectives of ethnomathematics. Barton (2012) discusses the different philosophies behind ethnomathematics, while his earlier work (2009) describes socially constructed mathematics that has been created. Orey and Rosa (2012), on the other hand, discuss the use of Ethnomoodeling and its benefits in the classroom.
Orey & Rosa have a strong belief that mathematical thinking is influence by language, religion, world-view, and economical social-political activities. As such, this paper discusses the need to adopt a “cultural perspective in problem solving methods, conceptual categories, structures, and the models used in representing mathematical ideas and practices developed by distinct cultural groups” (Orey & Rosa, 2012). By doing so, teachers would form an ethnomathematical mind set and thus create a holistic context for their students. Ethnomathematics takes into consideration knowledge, process, social mechanisms in the institutionalization of knowledge and the diffusion of this knowledge.
Furthermore, this paper goes into detail about ethnomodeling. Ethnomodeling differs from the traditional definition of modeling in that it “takes the position that mathematics education is a social construction and thus culturally bound” (Orey & Rosa, 2012). That is, as opposed to believing that mathematics is applicable in all situations, ethnomodeling takes into account difference of cultures and social aspects of mathematics. Ultimately, Orey & Rosa are stating that teachers must know their students – teachers must know students’ culture, diversity, previous knowledge, and most importantly, support differences (2012). Ethnomodeling asks teachers to get to know their students on more than just a mere 8 am to 3 pm workday.
Orey & Rosa outline the underlying principles of ethnomodeling:
- Students must experience academic success
- Students must develop and maintain their cultural competence
- Students must develop a critical consciousness through which may challenge social justice
Orey & Rosa (2012)
As such, teachers are asked to use ethnomodeling to engage the ethnomathematics program and expect students to continually succeed while maintaining their cultural viewpoint and creating connections to their cultural heritage. Moreover, ethnomodeling is known to involve real-life examples in order to gin an understanding of cultural applications. As mentioned by Orey & Rosa, “any study of ethnomathematics … represents a powerful means for validating a student’s real life experience, and gives them the tools to become critical participants in society” (2012). As such, ethnomathematics provides the ability to apply mathematics learned in the classroom to real-life situations. Students will be able to take away authentic experiences from their lessons and develop their skills in real world applications.
Overall, Orey & Rosa (2012) demonstrate a view on ethnomathematics that places an emphasis on knowing the students and creating a curriculum that understands their culture. By doing so, students are expected to succeed, develop a culture competence, and develop a critical consciousness. Through creating an ethnomathematics curriculum, students are also exposed to real-life situations and applications.
The three papers discussed here demonstrated multiple perspectives of ethnomathematics. Barton (2012) discusses the different philosophies behind ethnomathematics, while his earlier work (2009) describes socially constructed mathematics that has been created. Orey and Rosa (2012), on the other hand, discuss the use of Ethnomoodeling and its benefits in the classroom.