Mathematics as a cultural practice - Ethnomathematics

 Assignment 1 - Part A

Mathematics as a cultural practice - Ethnomathematics

According to Fitzsimons (2002), Mathematics is viewed by people as a subject that has calculations and formulas laid out neatly in textbooks for students to study. The practices of mathematics education was mostly based on theorems and calculation with no connection to emotions and human connections, and therefore, the students mostly relate mathematics as formulae and numbers. According to When mathematics is delivered to students by focussing on developing practical mathematical knowledge, it allowed the development of higher oder thinking skills. 
Therefore it is important that researches are conducted to understand more about the cultural aspects in mathematics education by recognising that mathematical knowledge is a cultural product shaped from cultural practices in past and current generation that relate to mathematics.
 
According to Bishop (2002), Ethnomathematics is the most significant area of research development in the last two decades, as it gave us interesting evidence about human interactions, values and beliefs, Interactions between mathematics and languages, and Cultural roots. It is the area of mathematics that covers mathematical activities and practices in society, which implies that the learner feels or establishes that connection with mathematics outside the school. Ethnomathematics also helps us understand the roots and histories of mathematical development by helping us become more aware of cultural practices around the world that relates to mathematics. 
If students and teachers can understand and follow the socio-cultural context of mathematics, it can help students relate to learning. As mentioned in the article, students around the world does not feel that connection between mathematical education experience and their home experience. 

Focus of Assignment 2- EMA512
My assignment is therefore focussing on Ethnomathematics and various cultural practices around the world that relates to mathematical knowledge, as this can help us teachers to be prepared to teach mathematics to students around the world- mainly culturally diverse students, by helping them connect the mathematical concepts to their cultural and home experiences. 

References:

1. Fitzsimons (2002) Introduction: Cultural Aspects of Mathematics Education, Journal of Intercultural Studies, 23:2, DOI: 10.1080/07256860220151032 

1. Bishop (2002) Critical Challenges in Researching Cultural Issues in Mathematics Education, Aspects of Mathematics Education, Journal of Intercultural Studies, 23:2, DOI: 10.1080/07256860220151041