Search Results (12)

This paper explores Indigenous Maya practices, ways of sensing, from a personal perspective to provoke discussion on ways to ground mathematics education through land and ancestors. This paper is largely based on my doctoral research work (2018–2022). I adopt a sensory ethnography approach as a viable means to explore Maya Elders’ ways of knowing. Over a period of three years, I walked alongside my Elders and journeyed into a world of mysticism and mathematical wonder. These experiences evoked the questions: “What are the challenges in engaging with this form of knowing as a learner and translator? How can these experiences help us to ground Indigenous forms of mathematical knowing? What insights can we learn via our own Indigenous mathematical heritage?” I argue that an embodied and sensory approach to mathematics through the ways of our ancestors leads to a more meaningful and purposeful mathematics. In this more-than-human context, the predominant view of mathematics as a-human, a-cultural, and a-historical is blurred to reveal mathematics as human and very much grounded in our ways of yearning to make sense of the world around us. Full article

Quality education is highlighted in UNESCO’s Sustainable Goal 4 for Sub-Saharan Africa, with one of the chief areas of focus being equity of access for learners of diverse backgrounds and abilities. Currently, South African learner performance in Mathematics is of grave concern. Hence, this paper examines whether the ethnomathematical indigenous game of Kgati improves learner understanding of Mathematics. The theory of Culturally Responsive Teaching is the chosen theoretical framework for the paper. A qualitative case study of two teachers at separate schools, both of whom teach Intermediate Phase learners in rural KwaZulu-Natal, was undertaken to explore the phenomenon through semi-structured observations. The findings show that Kgati may be used to teach numerous Mathematics concepts, and that the game generates a high level of learner engagement; however, teachers require training to effectively draw out more mathematical principles embedded in the game. The authors recommend that teachers throughout the country be trained in the use of ethnomathematical indigenous games to teach Intermediate Phase Mathematics and that ethnomathematics be mandated in curriculum policy. The paper is significant in that it highlights the value of basing lessons on cultural artefacts and experiences, which can enrich Mathematics lessons, aligning with curriculum policy guidelines. Full article

The fanasváhter is a special tool used by boatbuilders to determine how steeply the boatboards should be positioned. Sámi mathematics teacher educators, together with Sea Sámi boatbuilders and a pre-service mathematics teacher, present a descriptive case study of a Sea Sámi boatbuilder’s use of this tool. The aim is to reveal mathematical understanding that might be relevant for vocational school teaching. Firstly, we analyze a semi-structured interview with a skilled boatbuilder with respect to knowledge and values embedded in the use of the fanasváhter. Because the Sea Sámi boatbuilding tradition was almost extinct after the Nazis’ devastation in World War II, there is a need for some creativity in the boatbuilders’ regeneration of Sea Sámi boatbuilding. An analysis of the use of the fanasváhter with respect to creativity reveals how creativity is important in Sea Sámi boatbuilding. The analysis further reveals that Sea Sámi boatbuilders compare angles, but they do not refer to any angles measured in degrees. This contrasts with traditional school mathematics. Thus, the Sea Sámi boatbuilders’ mathematics is less abstract and more intuitive than traditional school mathematics. Full article

This paper introduces an analytical framework, complex mathematical personhood, to broaden understandings of how teacher identity is developed over time through an emancipatory lens. A single case study, or portrait, is shared of a Native Hawaiian middle school mathematics teacher who uses Indigenous and ethno-mathematical practices to inform his instruction. A bricolage of case study and portraiture methods was invoked as the methodological framework for this project. Key results demonstrate the importance of broadening mathematics teaching practices that center and reorient de/colonial practices in teacher pedagogical orientations. Full article

This article explores the integration of “Ayatutu”, a communal philosophy from Nigeria’s Tiv people, into mathematics education frameworks. Ayatutu—embodying collective responsibility and mutual assistance—aligns with contemporary cooperative learning approaches while offering unique cultural dimensions. Through analysis of the ethnomathematics literature, indigenous knowledge systems, and cooperative learning theories this article develops a theoretical framework for Ayatutu-based mathematics instruction built on the following five core elements: collective problem-solving, resource sharing, complementary expertise, process orientation, and intergenerational knowledge transfer. The framework demonstrates significant alignment with sociocultural learning theory, communities of practice, and critical pedagogy while also offering potential benefits including enhanced mathematical engagement, positive identity development, stronger learning communities, and cultural sustainability. Implementation challenges involving teacher preparation, structural constraints, cultural translation, and balancing individual with collective learning are examined. This research contributes to decolonizing mathematics education by positioning indigenous philosophical systems as valuable resources for creating culturally responsive and mathematically powerful learning environments that serve diverse student populations while honoring cultural wisdom. Full article

Ethnomathematics, as a field of study, promotes recognizing the diversity in ways of thinking and doing mathematics, challenging the hierarchies and exclusions typical of traditional mathematics education. This research explores the practice of juggling, specifically analyzing three-ball juggling sequences to uncover the mathematical structures and patterns embedded in this ancient art form. In a social association during a workshop, two jugglers and seven juggling learners interact with one of the researchers, a mathematics educator, to co-construct a shared model establishing a symmetrical dialogue based on the Alangui’s principles of “mutual interrogation” between the practice of juggling and the domain of mathematics. The knowledge exchange process is envisioned as a “barter” where both the mathematics educator and the jugglers contribute their unique perspectives to generate new and hybrid understandings. With a qualitative approach, from the analysis of the data collected during the ethnographic field work (notes, audiovisual recordings) emerges how the initial model, created by mathematicians and jugglers, was reinterpreted to better align with the cultural community’s practice. The research revealed that juggling serves as a concrete context for exploring abstract mathematical concepts and that mathematical analysis of juggling sequences helps jugglers gain a deeper understanding of underlying structures, enhancing their creativity. The hybrid model developed in this study offers a promising resource to integrating ethnomathematical perspectives into formal mathematics education, fostering a more situated and engaging learning experience for students. Full article

Over the past 30 years, teacher education has changed to incorporate a larger emphasis on understanding students’ sociocultural backgrounds, knowing that these influence their learning. However, in terms of mathematics and mathematics education in teacher education, less has been done to recognise the sociocultural mathematics backgrounds of students. An example is provided to show how entrenched colonial attitudes to mathematics have developed into neocolonial policies that influence mathematics education. This example is based on a large historic research project in Papua New Guinea (PNG) that aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from records of first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed, establishing an understanding of the current status of mathematics education as neocolonial. Neocolonial education policies diminish cultural ways of thinking. Thus, teacher education has an important role in sensitizing preservice and inservice teachers to the impact of neocolonial approaches as well as in developing with students some ways of reducing this impact and encouraging more holistic, culturally relevant mathematics education. Full article

There are many Western apps that help students strengthen their mathematics skills through learning and game apps. A research project was designed to create an IOS Math App to provide Grade 6 Emirati students with the opportunity to explore mathematics, then, using Bayesian Networks, to examine the educational implications. The learning app was developed using ethnomathematics modules based on the Emirati culture. Students were required to navigate through several modules to examine various mathematical concepts in algebra and geometry. The survey was written for Grade 6 English language learners. Based on the Bayesian Networks, the findings suggested that if students are allowed to explore mathematics based on familiar cultural norms and practices, students with grades A and C would get higher grades. However, if students are not allowed to explore mathematics in line with their local culture, more students would receive an F grade, while some students with an A grade would get lower grades. Additionally, the findings showed that incorporating cultural elements had a positive change in students’ liking and learning mathematics, even without a mobile device. However, not allowing a mobile device and not allowing culture had an increased negative impact on students’ liking and learning mathematics. The last finding suggested that students valued ethnomathematics examples over a mobile device to learn mathematics. The research findings could help to improve sustainability in mathematics education by promoting ethnomathematics and mobile learning. Full article

Some countries have puppet culture in various forms, terms, and ways, including Indonesia. As a country with a diverse culture, it has detailed and comprehensive characteristics and stories related to puppets, especially the Javanese shadow puppet. Some experts have explored its characteristics and found out that it contains many mathematical elements which could be used as a starting point to learn mathematics. The elements, however, still focus on the exploration of geometry material. We hardly find any other material that has been explored as deep as the geometry material in the context of the Javanese shadow puppet. Therefore, this study aims to explore the other elements of mathematics potentially found in this context which—for this example—is the sets material. Besides, this study also discusses the righteous life values that the students could internalize during mathematics learning through shadow puppet culture. We used ethnography to explore it through literature study, documentation, and field notes. We found some interesting elements, characteristics, and patterns in the Javanese shadow puppet, which can be used as a starting point to learn the sets concept. Furthermore, the values and philosophy of the shadow puppet culture harbor the potential to foster the students’ good character and behavior. Full article

According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way. Full article

Ethnomathematics makes school mathematics more relevant and meaningful for students. The current research aims to study the effect of using ethnomathematics in the context of Islamic ornamentation on learning the topic of congruent triangles. To achieve this aim, 30 10th-grade students engaged in ethnomathematics by learning about congruent triangles using Islamic ornamentation. Data was gathered via (a) videotaping and transcribing students’ learning and (b) students answering two parallel questionnaires that included proof questions on the three congruence theorems. The students were required to answer one questionnaire before the learning process and one after it. The main results indicated that the students succeeded in constructing the concepts of congruence and congruent triangles via the ethnomathematics learning process. In addition, the students succeeded in arriving at and formulating the three congruence theorems. Moreover, findings obtained from the questionnaires indicated that the students improved their proving processes as a result of ethnomathematics-based learning. Furthermore, paired sample t-tests indicated significant differences between the students’ mean scores before and after the learning process. Full article