ethnomathematics in a european context. towards an enriched meaning of ethnomathematic

Ethnomathematics in a European Context. Towards an Enriched Meaning of

Ethnomathematics.

Karen François

Centre for Logic and Philosophy of Science (CLWF)

Free University Brussels, Belgium

[email protected]

7/29/10 ICEM4 - Towson, Maryland, USA, July 25-30, 2010 2

Overview of this presentation

  What do we mean by “enriched meaning”?   Shifted meaning of ethnomathematics   Ethnomathematics in a European context   Dealing with diversity   Math literacy as a human right   Conclusion


Shifted meaning of ethnomathematics.

From ‘primitive’ peoples (1970s)

to nonliterate peoples (1980s)

to groups with a cultural identity (1990s)

to critical research program (2000s)



Until the early eighties:

Mathematical practices of nonliterate people. Politically correct reply to the use of the notion primitive peoples (Ascher, M. & Ascher, R. 1986)



D’Ambrosio went further in his critical thinking. [He] presupposes a broader concept of ‘ethno’, to include all culturally identifiable groups with their jargons, codes, symbols, myths, and even specific ways of reasoning and inferring. (D’Ambrosio 1985)



The notion ‘culture’ has taken a central place. We adhere to a dynamic interpretation of identity and culture.

A culture not only is a system of meaning –which is a static approach– but rather a permanent process of creating meaning. Hence interaction and dynamics play a central role. (Verstraete & Pinxten 1998).



More attention should be paid to students and teachers as human beings, and we have to realize that

mathematics are epistemological systems in their socio-cultural and historical perspective and not finished and static entities of results and rules. (D’Ambrosio 1990)



Ethno + mathema + tics I call mathema the actions of explaining and understanding in order to survive. Throughout all our own life histories and throughout the history of mankind, technés (of tics) of mathema have been developed in very different and diversified cultural environments, i.e. in the diverse ethnos. So, in order to satisfy the drives towards survival and transcendence, human beings have developed and continue to develop, in every new experience and in diverse cultural environments, their ethno-mathema-tics. (D’Ambrosio 1990)



Ethnomathematics seen as a research program that studies – within a sociocultural context – the development, transmission and distribution of knowledge as a dynamic process. (D’Ambrosio 2007)

D’Ambrosio keeps holding on to the embedding of mathematics in time and culture. The so-called academic Western mathematics is developed within a particular context, the same as other mathematical practices are.


What do we mean by “enriched meaning” of ethnomathematics?

  is no longer reserved for the so called ‘nonliterate’ people

  it includes diverse mathematical practices (even within European classrooms)

  is meaningful in the exploration of various aspects of mathematical literacy.

  ethnomathematics is an alternative, implicit philosophy of school mathematical practices.



From ‘primitive’ peoples (1970s)

to nonliterate peoples (1980s)

to groups with a cultural identity (1990s)

to critical research program (2000s) ethnomathematics

is an alternative, implicit philosophy of school mathematical practices. (2010s)


Ethnomathematics is (can be) an alternative, implicit philosophy of school mathematical practices.

  Background:   Dealing with diverse mathematical practices

(even within European classrooms)   Math teachers are challenged to handle

people’s cultural diversity   Foreground: (Skovsmose 1994)

  Mathematical literacy as a human right.


CERME

  CERME 1 (1998) : absent   CERME 2 (2001) : absent   CERME 3 (2003) : Teaching and learning mathematics in

multicultural classrooms   CERME 4 (2005) : Mathematics education in multicultural settings   CERME 5 (2007) : Mathematics education in multicultural settings   CERME 6 (2009) : Cultural diversity and mathematics education   CERME 7 (2011, Rzeszow, Poland) : Diversity and mathematics

education: Social, cultural and political challenges/issues.


Dealing with diversity

  The use of local mathematical practices in the own curriculum, rather than importing another (the Western) curriculum.

  The application of everyday mathematical practices within the curriculum and within the academic learning of mathematics.

  Cohen & Lotan (1997) explain the benefits of interactive learning in groups to deal with diversity. For that purpose the Complex Instruction theory was developed which they implemented in education.

  It has been elaborated to the didactics of Cooperative Learning in Multicultural Groups (CLIM) (Europe, Israel, USA).


Dealing with diversity

  Bishop (1988) criticizes the technically-oriented curriculum with its emphasis on technique and drill, where history, philosophy and critical reflection are not be given a chance.

  Every classroom is characterized by a diverse group of pupils where every pupil has in some way his or her everyday mathematical practices.

  Ethnomathematics can be a way of teaching mathematics where cultural diversity of pupils’ everyday mathematical practices are taken into account (François 2007).


Flanders educational system challenged

Pisa 2003 results:

  Success story

  The Failure


Human right

  Right for every child:

  Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen. (OECD/PISA report, 2004)


Conclusion

• Ethnomathematics is an implicitly value-driven research program and practice of mathematics (education) with a specific view: • on mathematics as a socio-cultural and historical dynamic process and • on its education as a learner-centered interactive process, implementing pupils daily mathematical practices.


Conclusion

Where the so-called academic Western mathematics still is locked in the debate on whether it is impartial or value-driven, the ethnomathematics’ purposes stand out clearly right from the start.

Ethnomathematics is both, an academic and political program.

(Struik 1999)

Yes, ethnomathematics is political correctness. (D’Ambrosio 2007)


Thank you for your attention.

[email protected]

ethnomathematics in a european context. towards an enriched meaning of ethnomathematic

Education

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cultural identity

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