Ethnomathemati cs EMA 300 Assignment 2 Rhonda Mackie
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Ethnomathemati cs EMA 300 - Assignment 2 Rhonda Mackie - 246168
ethno the natural, social, cultural and imaginary environment mathem a of explaining, learning, knowing and coping with Ethnomathematics tic s modes, styles, arts and techniques
What is ethnomathematics? • Ethnomathematics is the term used to express the connection between culture and mathematics (D’Ambrosio, 2001). • It is a broad scope of how mathematics is explored within different cultural groups. Image source: https: //www. plymouth. ac. uk/uploads/production/media_asset/file/1/1174/small_Math s. jpg Image source: http: //hr. unimelb. edu. au/__data/assets/image/0006/638268/diversity. jpg
Ethnomathematics Classroom in the The benefits of incorporating ethnomathematics in the classroom include: • To present a more accurate history of mathematics • To encourage students to connect mathematics with their own experiences beyond the classroom • To use mathematical problems and examples from a variety of cultures • To recognize that learning mathematics is a unique process for each individual Image: https: //s-media-cacheak 0. pinimg. com/236 x/dc/1 a/b 2/dc 1 ab 25618 aa 74 d 361 f 830 dc 4397 c 8 af. jpg Image: http: //www. dreambox. com/wp-content/uploads/2010/04/math-iseverywhere. jpg
Ethnomathematics - beyond the classroom! • Providing students with mathematical experiences that they can connect to reality makes learning meaningful and relevant. • Mathematics is all around us and taking learning outside the classroom and into students’ natural environments engages and motivates students to apply formal mathematics to real world situations. • Ethnomathematics connects students with mathematics and encourages them to understand its importance in the world beyond the classroom. The video above shows how learning can be more relevant and engaging when taken outside of the classroom. Click video or this link https: //www. youtube. com/watch? v=q 66 Jy. YCr. Jv. M
Ethnomathematics……. • is the key to unlocking students’ interest and engagement in mathematics. • can influence the way students view the world through mathematical contexts. • helps make mathematics relevant to students. • addresses student diversity and provides a flexible learning approach that connects mathematics with cultural and real world experiences.
References Adam, S. (n. d. ). Ethnomathematical Ideas in the Curriculum. Retrieved from http: //www. merga. net. au/documents/RR_adams. pdf Bucknall, G. (1995). Building Bridges between Aboriginal and Western Mathematics. Aboriginal Child at School, 23(1), 2231. Retrieved from http: //search. informit. com. au. ezproxy. cdu. edu. au/document. Summary; dn=456098852072240; res=IELIND. D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7(6). 308 -311. Retrieved from http: //etnomatematica. org/articulos/Ambrosio 1. pdf Ernst, C. (2010). Ethnomathematics Shows Students Their Connections to Maths. Mathematical Association of America. Retrieved from http: //www. maa. org/publications/periodicals/maa-focus/ethnomathematics-shows-students-theirconnections-math Furuto, L. (2014). University of Hawai'i Ethnomathematics and STEM Institute [Online video]. Retrieved from https: //www. youtube. com/watch? v=q 66 Jy. YCr. Jv. M Greer, B. , Mukhopadhyay, S. , Powell, A. B. , & Nelson-Barker, S. (2009). Culturally responsive mathematics education. New York: Routledge. Rosa, M. & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2). 32 -54 Siemon, D. , Beswick, K. , Brady, K. , Clark, J. , Faragher, R. & Warren, E. (2011). Teaching mathematics: Foundation to middle years. South Melbourne, Vic: Oxford.
