Mathematical Practices in Different Cultures
How is math taught in different cultures and countries around the world? This question is critical in gaining a deeper understanding and
application of ethnomathematics and ethnomodeling. In observing and analyzing teaching practices in different cultures around the world, we attempt to look at equity by valorizing the diversity of mathematical practices. As mentioned in the earlier readings, teaching is a cultural activity. The studies conducted by Stigler and Hiebert explicitly show a distinctly American way of teaching, which differs markedly from the German way and from the Japanese way.
The following chart shares some images of teaching in three countries, as referenced in The Teaching Gap and The TIMSS: Looking
at Classrooms Around the World.
application of ethnomathematics and ethnomodeling. In observing and analyzing teaching practices in different cultures around the world, we attempt to look at equity by valorizing the diversity of mathematical practices. As mentioned in the earlier readings, teaching is a cultural activity. The studies conducted by Stigler and Hiebert explicitly show a distinctly American way of teaching, which differs markedly from the German way and from the Japanese way.
The following chart shares some images of teaching in three countries, as referenced in The Teaching Gap and The TIMSS: Looking
at Classrooms Around the World.
The honouring of alternative forms of mathematical knowledge and practices in distinct cultural groups, as noted by
Orey and Rosa, would help allow teachers to form an ethnomathematical frame of mind. Comparing teaching styles and approaches of different cultures is not only a useful tool to track mathematical achievement trends, but it also sheds light on cultural diversity of teaching practices. These cultural practices can be mirrored in classroom practices around other parts of the world in working towards equity and culture in mathematics education.
Orey and Rosa, would help allow teachers to form an ethnomathematical frame of mind. Comparing teaching styles and approaches of different cultures is not only a useful tool to track mathematical achievement trends, but it also sheds light on cultural diversity of teaching practices. These cultural practices can be mirrored in classroom practices around other parts of the world in working towards equity and culture in mathematics education.