Ethnomathematics Affirmed Through Cognitive Mathematics and Academic Achievement: Quality Mathematics Teaching and Learning Benefits

Jenni L. Harding ()
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Jenni L. Harding: University of Northern Colorado

Chapter 9 in Handbook of Cognitive Mathematics, 2022, pp 221-249 from Springer

Abstract: Abstract Ethnomathematics is the intersection where mathematics and culture meet. It is a teaching philosophy that directs and guides mathematics learning practices within the classroom. Ethnomathematics pedagogy infuses real-life cultural knowledge students bring into the classroom with mathematics curriculum. Cognitive mathematics and academic achievement affirm ethnomathematics as an effective way for students to learn mathematics. Ethnomathematics establishes its connection to learning theories (gestalt, situated cognition, and constructivism), cognitive mathematics, pedagogy, and culturally responsive teaching. Utilizing an ethnomathematics instructional philosophy includes recognizing and honoring students’ cultural experiences, creating an effective classroom environment, implementing specific mathematics teaching and learning principles, establishing cultural classroom experiences, understanding concrete real-world ethnomathematics approaches, grasping metacognition, employing math groups, differentiating instruction, assessing what is valued, and implementing curriculum. Furthermore, how to support teachers in their move to ethnomathematics curriculum is expounded. Ethnomathematics benefits the classroom by improving student mathematics knowledge through focused conversations, productive mathematics struggles, guided inquiry, esteeming cultural knowledge, and dispositions of engagement and motivation. Ethnomathematics is worth the time, effort, and thought because it perpetuates mathematics learning within the classroom.

Keywords: Ethnomathematics; Pedagogy; Culturally responsive teaching; Mathematics teaching and learning; Academic achievement; Cognitive mathematics; Guided inquiry (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/978-3-031-03945-4_5

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