Ethnomathematics

Gorakh Chand
Write a reflection on your understanding of Ethnomathematics and Role of ethnomathematics in context of mathematics Education in Nepal.
The term ethnomathematics is used to express the relationship between culture and mathematics. The term requires a dynamic interpretation because it describes concepts that are themselves neither rigid nor singular—namely, ethno and mathematics (D’Ambrosio1987). The term ethno describes “all of the ingredients that make up the cultural identity of a group: language, codes, values, jargon, beliefs, food and address, habits, and physical traits.” Mathematics expresses a “broad view of mathematics which includes ciphering, arithmetic, classifying, ordering, inferring, and modeling”.Many educators may be unfamiliar with theaters, yet a basic understanding of it allows teachers to expand their mathematical perceptions and more effectively instruct their
Ideas for the use of ethnomathematics have been developed in many countries over many years. However, Professor Ubiratan D'Ambrosio of São Paulo, Brazil at the International Congress of Mathematicsin Australia first introduced the actual theory of ethnomathematics in 1984. Prof. D'Ambrosio has consequently explained,Ethnomathematics is the art or technique (techne), which is to explain, to understand, of playing in reality (mathema), inside of a proper cultural context (ethno) (D'Ambrosio, 1993).
Ethnomathematicans voluntarily recognize that all cultures and all people have developed unique and sophisticated (knowledgeable about the ways of the world, self-confident, and not easily deceived) ways to explain, to know and to modify their own reality. They recognize that these ideas, as are the cultures that they are rooted in, are part of a natural, constant, and dynamic (full of energy, enthusiasm, and a sense of purpose and able both to get things going and to get things done .) process of evolution and growth. It is not the premise of ethnomathematics to disdain nonwestern or non-European models or traditions, but to consider the validity of all explanations of reality as constructed by all peoples, cultures, and historical backgrounds. These forms of knowledge are not considered static or dead; they are part of a process of constant transformation, evolution, and growth, as part of their own unique cultural dynamism, and so therefore should be studied and catalogued.Using an idea borrowed from cultural anthropology, no single form of problem solving is any better or worse than any other form (Hall, 1976). Each has evolved unique problems to resolve. Ethnomathematics is not exclusively mathematical; it is broader and includes other disciplines. By making use of the different methods that cultures and peoples use to find explanations to increase their own understanding of their world and time, ethnomathematics seeks to understand these unique realities. Alternative forms of mathematics often come about as peoples work to explain and resolve practical problems in their daily lives. What is universal is that all cultures have found ways to search for knowledge. All cultures have the necessity, in fact have found, unique ways to measure, compare, classify, measure and explain day-to-day phenomena.
Much of the formal mathematics as traditionally taught in many schools does not readily allow for prior knowledge and experience of learners entering the classroom. It does not allow for learners to gain easy access or give them the experiences necessary to arrive at real meaning, or something useful in their daily lives. Many students are denied a sufficient environment in which to develop a successful attitude and mathematical abilities in school.
For example, one needs only observe children playing soccer. Or look at other children deeply engaged in the process of problem solving as found in the playing of a favorite video game. Or still, other children working with their parents in home or job related tasks, to see mathematics used enthusiastically and realistically. Yet, the connection between the academic i.e. in-school mathematics and the outside world is weak at best for many people. Ethnomathematicans see this as a lost opportunity. The ongoing worldwide research in ethnomathematics seeks to further study and document and explore these connections.
At the same time, it is evident that schools must find ways to speed up the process for children to construct their own knowledge. Humanity took thousands of years to accumulate the knowledge that we expect learners to become fluent with-in 12 to 18 years. Obviously we cannot offer it all at once for children. A constructivist view of education tells us that learners must be encouraged to build upon their own experiential context using a variety of modalities (concrete experiences, writing, verbalization and others). This is precisely how people do mathematics outside of the classroom. We must create learning environments that allow children time to reflect on these realities, which lead them enthusiastically (actively) to this knowledge in ways that connect to the child’s own unique experiences, by supporting them to build upon their own understandings and context.
By using an ethnomathematical approach in the achievement of mathematical knowledge, the implementation of this idea in learning environments will provide children with experiences that make sense to them. Through examples, activities, explorations and methods that add relevancy to their learning experience learners better understand what it is they are learning and doing. The creation of a realistic learning environment awakens and sharpens the interest and curiosity of learners. Using mathematical models and the basic tools of mathematical modeling can make the connection of in-school mathematics to the mathematics found in learner’s daily lives.
Every one use mathematics in their daily life directly or indirectly. Education means the way of making people able to do their activities proporly. In context of Nepal, Nepal is Multicultural and multichastian country. Here is own type of counting way. People from different locality use mathematical activity in different way. The system of measurements also different like instead of taking wieght in M.K.S system here still people from local area use Dharni and Bisauli ( A kind of measuring system of mass). Similarly we have own kind of calander we follow it to do religious activity. On the other hand we do not read about these system in school so the using mathematics and learning mathematics become different to each other. The main moto of the mathematics education is to make a able social person to every one throughout the country which is not fulfil by only Uro-centric mathematics. So the mathematics whics is activited in our society must be tought in our school level to fullfill the moto.
Reference
D’Ambrosio, U. (2001). Ethnomathematics: Link between Traditional and Modernity. Rotterdam: Sense Publication.
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