Cerme 6 - Working Group 8 Questions and Thoughts for Researching Cultural Diversity and Mathematics Education (original) (raw)
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Educational Studies in Mathematics, 2002
This paper is a critical review of the ethnomathematics literature and classifies ethnomathematics according to where it might stand in relation to the teaching of formal, academic mathematics. This paper investigates what it sees as four possibilities: ethnomathematics should replace academic mathematics, ethnomathematics should be a supplement to the mathematics curriculum, ethnomathematics should be used as a springboard for academic mathematics and ethnomathematics should be taken into consideration when preparing learning situations. We argue that it is only through the lens of formal, academic mathematics sensitive to cultural differences that the real value of the mathematics inherent in certain cultures and societies be understood and appreciated.
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The critique of ethnomathematics by Rowlands and Carson that appeared recently provides an opportunity to open debate on cultural issues in mathematics. This response argues that such debate must be based on contemporary writing in the field, and should not focus on extreme views within the political justification for ethnomathematics. It addresses some of the philosophical questions raised by Rowlands and Carson, and the relationship of the field with indigenous knowledge is raised. We also suggest that the role of ethnomathematics in mathematics education is now predominantly an empirical matter, and comment on some preliminary results from recent studies that indicate a positive role for culturally-based curricula.