Ethnomathematics in Education: The Need for Cultural Symmetry

Tamsin Meaney (), Tony Trinick () and Piata Allen ()
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Tamsin Meaney: Western Norway University of Applied Sciences
Tony Trinick: University of Auckland
Piata Allen: University of Auckland

Chapter 8 in Handbook of Cognitive Mathematics, 2022, pp 191-219 from Springer

Abstract: Abstract Since it was first discussed, ethnomathematics has been promoted as a way of supporting Indigenous students to see that their heritage included mathematical ideas. However, the inclusion of ethnomathematics in formal mathematics education has been criticized as potentially reducing rather than improving Indigenous students’ possibilities to value their cultural traditions and practices for their own sake and to gain appropriate mathematical understandings. In this chapter, the cultural symmetry model is described and exemplified as a way of overcoming the issues previously identified with implementing ethnomathematics in mathematics education. The four examples focused on different Māori cultural traditions and practices, highlighting both student and teacher perspectives on the implementation. In the conclusion, discussion of these examples provides information about both how earlier concerns were overcome by using the steps of the cultural symmetry model as reflection points for designing and implementing activities and also other issues that need to be taken into consideration. This chapter, therefore, provides insights into implementing ethnomathematics into formal mathematics education, especially for Indigenous students.

Keywords: Ethnomathematics; Māori; Indigenous; Cultural traditions and practices; School mathematics (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-03945-4_4

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DOI: 10.1007/978-3-031-03945-4_4

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