The document discusses ethnomathematics and its role in the classroom. Ethnomathematics is the study of mathematical ideas across multiple cultures. It promotes alternative ways of understanding mathematics and relates concepts to real life. This contrasts with western mathematics which can be abstract and seen as irrelevant. Incorporating ethnomathematics has benefits like helping students connect math to their own cultures and lives. Examples of using it in the classroom include exploring music, origami, games, and counting systems from different cultures. Some concerns are that it may oversimplify cultures or only focus on a few, but these can be addressed by supporting teachers.
This document outlines the background, definitions, principles, and components of an ethnomathematics course. It discusses how mathematics has traditionally been viewed as culture-free but how educators now advocate relating mathematical content to students' home cultures. The course would consider each student's unique cultural history as a mathematical resource and have students develop activities using their own ethnicities. Key aspects of the course include sharing cultural practices, examples from anthropological studies, mathematics in cultural practices, and developing curriculum based on students' cultures. One example provided is on the mathematical elements in the design of the Korean flag.
This document summarizes a seminar paper on incorporating ethnomathematics into school curriculums. It defines ethnomathematics as the mathematics practiced in cultural groups, and discusses how mathematics competencies learned at home are lost when formal schooling begins. The paper explores how to address ethnomathematics in curriculums, which cultural contents would be best, and how to teach them to diverse students. Integrating an ethnomathematical perspective could make mathematics more accurate and inclusive, while helping students respect other communities and view themselves as capable learners.
The document discusses sets of axioms and finite geometries. It begins by defining geometry as "earth measure" from its Greek roots and discusses some early examples of geometry like Eratosthenes' measurement of the circumference of the Earth. It then discusses the development of geometry through the Greeks and Euclid, including undefined terms, axioms, postulates, and theorems. It provides examples of Euclid's axioms and postulates and discusses modern refinements. Finally, it introduces finite geometries, which have a finite number of elements, and provides an example of a three-point geometry with its axioms and a proof of one of its theorems.
Values of learning mathematics & correlation of mathematicsKrishna Priya. K.B.
Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
Nature, characteristics and definition of mathsAngel Rathnabai
This document discusses various views of mathematics, including student, parent, and teacher views. It also covers the nature, characteristics, development, and applications of mathematics. Some key points include:
- Mathematics involves finding and studying patterns, and can be seen as a language, way of thinking, and problem solving approach.
- It has developed over time from ancient subjects like geometry to a more modern field incorporating diverse areas.
- Major subfields include algebra, analysis, applied math, with connections to many other domains. Real-world applications span fields like imaging, cryptography, simulation, and bioinformatics.
Nature ,Scope,Meaning and Definition of Mathematics AngelSophia2
This document provides an overview of mathematics as a subject. It discusses how mathematics plays an important role in social and economic development. It also examines definitions of mathematics from different sources, describing it as a systematic, organized science that deals with quantities, measurements, and spatial relationships. The document outlines key characteristics of mathematics, including that it is a science of discovery, an intellectual game, and a tool subject. It also discusses the abstract nature of mathematical concepts and how mathematics requires logical sequencing and applying concepts to new situations.
Mathematical skills such as arithmetic, geometry, and graphing are important foundations for students. Key skills include number sense, measurement, patterns, problem-solving, and computational fluency. Higher-order thinking skills (HOTS) like problem-solving, reasoning, and conceptualizing are valued as they better prepare students for challenges. HOTS involve skills like critical thinking, creativity, and systems thinking. Teachers should focus on developing students' HOTS through open-ended learning activities.
This document outlines the background, definitions, principles, and components of an ethnomathematics course. It discusses how mathematics has traditionally been viewed as culture-free but how educators now advocate relating mathematical content to students' home cultures. The course would consider each student's unique cultural history as a mathematical resource and have students develop activities using their own ethnicities. Key aspects of the course include sharing cultural practices, examples from anthropological studies, mathematics in cultural practices, and developing curriculum based on students' cultures. One example provided is on the mathematical elements in the design of the Korean flag.
This document summarizes a seminar paper on incorporating ethnomathematics into school curriculums. It defines ethnomathematics as the mathematics practiced in cultural groups, and discusses how mathematics competencies learned at home are lost when formal schooling begins. The paper explores how to address ethnomathematics in curriculums, which cultural contents would be best, and how to teach them to diverse students. Integrating an ethnomathematical perspective could make mathematics more accurate and inclusive, while helping students respect other communities and view themselves as capable learners.
The document discusses sets of axioms and finite geometries. It begins by defining geometry as "earth measure" from its Greek roots and discusses some early examples of geometry like Eratosthenes' measurement of the circumference of the Earth. It then discusses the development of geometry through the Greeks and Euclid, including undefined terms, axioms, postulates, and theorems. It provides examples of Euclid's axioms and postulates and discusses modern refinements. Finally, it introduces finite geometries, which have a finite number of elements, and provides an example of a three-point geometry with its axioms and a proof of one of its theorems.
Values of learning mathematics & correlation of mathematicsKrishna Priya. K.B.
Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
Nature, characteristics and definition of mathsAngel Rathnabai
This document discusses various views of mathematics, including student, parent, and teacher views. It also covers the nature, characteristics, development, and applications of mathematics. Some key points include:
- Mathematics involves finding and studying patterns, and can be seen as a language, way of thinking, and problem solving approach.
- It has developed over time from ancient subjects like geometry to a more modern field incorporating diverse areas.
- Major subfields include algebra, analysis, applied math, with connections to many other domains. Real-world applications span fields like imaging, cryptography, simulation, and bioinformatics.
Nature ,Scope,Meaning and Definition of Mathematics AngelSophia2
This document provides an overview of mathematics as a subject. It discusses how mathematics plays an important role in social and economic development. It also examines definitions of mathematics from different sources, describing it as a systematic, organized science that deals with quantities, measurements, and spatial relationships. The document outlines key characteristics of mathematics, including that it is a science of discovery, an intellectual game, and a tool subject. It also discusses the abstract nature of mathematical concepts and how mathematics requires logical sequencing and applying concepts to new situations.
Mathematical skills such as arithmetic, geometry, and graphing are important foundations for students. Key skills include number sense, measurement, patterns, problem-solving, and computational fluency. Higher-order thinking skills (HOTS) like problem-solving, reasoning, and conceptualizing are valued as they better prepare students for challenges. HOTS involve skills like critical thinking, creativity, and systems thinking. Teachers should focus on developing students' HOTS through open-ended learning activities.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
Interdisciplinary approach in mathematics VIJAYKUMARPAL4
How various disciplines like physics , chemistry , biology are inter-connected with mathematics. This slide gives you better understanding and visualization through images and GIFs.
On the ethnomathematics � epistemology nexusICEM-4
This document discusses the importance of recognizing learners' modes of mathematical reasoning and reassessing conventional notions of mathematical knowledge. It argues that mathematics is cultural and that all civilizations have contributed to mathematics. The paper aims to deconstruct the false history of mathematics presented through a Eurocentric lens and revise theories of the epistemology of mathematics to acknowledge contributions from non-Western societies. It explores concepts from ethnomathematics and how recognizing the cultural nature of mathematics can transform teaching and learning.
Research in mathematics education primarily focuses on improving teaching and learning approaches in mathematics. The objectives of mathematics education research include teaching basic numeracy skills, practical mathematics applications, abstract concepts, problem solving strategies, and deductive reasoning. Continuing research is important to develop useful tools and concepts, train abstract thinking, and improve teacher understanding of how students learn. Current areas of focus include conceptual understanding, formative assessment, homework, helping struggling students, and algebraic reasoning. New areas of research thrusts relate to teacher education, using resources, language and communication, contextualized learning, reasoning skills, and integrating technology into mathematics instruction.
Hyperbolic geometry was developed in the 19th century as a non-Euclidean geometry that discards one of Euclid's parallel postulate. It assumes that through a point not on a given line there are multiple parallel lines. This led to discoveries like triangles having interior angles summing to less than 180 degrees. Key figures who developed it include Gauss, Bolyai, Lobachevsky, and models include the Klein model, Poincaré disk model, and hyperboloid model.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
Pedagogy of Mathematics-Mathematics CurriculumRaj Kumar
This document discusses the principles of curriculum development in mathematics. It defines curriculum as a plan directing content and delivery of a mathematics learning program, including goals, content domains, learning philosophies, and standards. It discusses two key stages in curriculum construction: selection of content based on principles like aims of education, utility, flexibility; and organization of content through logical and topical arrangements from easy to difficult. The document emphasizes that curriculum frameworks should provide structure to content domains and cognitive processes, and establish a pedagogical approach that reflects how students learn for deep understanding.
Mathematics is an abstract subject and most of the people hate mathematics. so Mathematics has a great role in developing interest of the students in Mathematics.
The document discusses the practical and disciplinary values of learning mathematics. It outlines several practical applications of mathematics in daily life activities like cooking, gardening, shopping, and various professional fields such as sports, navigation, banking, architecture, and weather forecasting. It also discusses how mathematics has helped in understanding natural disasters and modeling the spread of COVID-19. Additionally, it describes the disciplinary values of learning mathematics, noting how it develops logical thinking, reasoning skills, and habits of being punctual, neat, and objective. Learning mathematics can help imbue values like honesty, open-mindedness, and self-reliance.
Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude. It has its own language using signs, symbols and operations, and helps draw conclusions and interpret ideas and themes in a logical sequence. Mathematics has several values in its teaching. It has utilitarian value as its fundamental processes are used in daily life. It has cultural value as understanding mathematics is key to understanding civilization. It also has social value by enabling understanding of group and social interactions. Mathematics provides disciplinary and intellectual value by training the mind in logical reasoning and thinking.
How to teach is really difficult problem for the teacher. To make the teaching of mathematics interesting vital the teacher should know the proper methods of teaching. Secondary education commission(1952-53) has emphasised the need and importance of choosing right methods of teaching
The document discusses mathematical skills and higher order thinking skills (HOTS) in mathematics. It defines arithmetic skills such as addition, subtraction, multiplication and division. It also discusses geometric skills and interpreting graphs and charts. The document then defines HOTS as including skills such as problem solving, reasoning, communication and conceptualizing. It provides examples of each skill and discusses the importance of incorporating HOTS into mathematics teaching to better prepare students. The document concludes by providing suggestions for how to improve students' HOTS through revising textbooks and using open-ended testing.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
The document discusses mathematics anxiety, including its symptoms, causes, and implications. It provides definitions of mathematics anxiety, quotes from anxious students, and discusses common myths and misconceptions. The document also examines the anxiety process, outlines implications for students and teachers, and suggests ways to assess and address anxiety through changes in teaching approaches.
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document discusses ethnomodeling as a pedagogical approach for ethnomathematics programs. It defines ethnomodeling as modeling real situations and problems from diverse cultures to study their mathematical ideas and practices. Examples of ethnomodels from Mayan, Sioux, and freedom quilt traditions are provided. The document argues that ethnomodeling values students' previous knowledge and introduces knowledge creation over knowledge transfer. It promotes respecting diverse social and cultural perspectives in mathematics education.
This document discusses teaching mathematics through a multicultural lens. It defines key terms like math literacy and multicultural education. It provides examples of incorporating social justice issues and other cultures into math lessons. Challenges of teaching this approach are also outlined, along with resources and ideas for teaching math and multiculturalism.
This action research study examined the effects of activity-based teaching methods on 7th grade students' understanding of adding and subtracting integers. The study involved 26 students who completed pre- and post-tests on integer addition. Between the tests, students learned about integers using group work, interviews, math lab activities, notebooks, games, and debates. Results showed students significantly improved their conceptual understanding and procedural skills, with the average test score increasing from 63.85 to 90.77. Specifically, students improved most at adding negative integers and adding negative and positive integers. The study concluded activity-based learning is effective for teaching integers and benefits students' mathematics performance.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
Interdisciplinary approach in mathematics VIJAYKUMARPAL4
How various disciplines like physics , chemistry , biology are inter-connected with mathematics. This slide gives you better understanding and visualization through images and GIFs.
On the ethnomathematics � epistemology nexusICEM-4
This document discusses the importance of recognizing learners' modes of mathematical reasoning and reassessing conventional notions of mathematical knowledge. It argues that mathematics is cultural and that all civilizations have contributed to mathematics. The paper aims to deconstruct the false history of mathematics presented through a Eurocentric lens and revise theories of the epistemology of mathematics to acknowledge contributions from non-Western societies. It explores concepts from ethnomathematics and how recognizing the cultural nature of mathematics can transform teaching and learning.
Research in mathematics education primarily focuses on improving teaching and learning approaches in mathematics. The objectives of mathematics education research include teaching basic numeracy skills, practical mathematics applications, abstract concepts, problem solving strategies, and deductive reasoning. Continuing research is important to develop useful tools and concepts, train abstract thinking, and improve teacher understanding of how students learn. Current areas of focus include conceptual understanding, formative assessment, homework, helping struggling students, and algebraic reasoning. New areas of research thrusts relate to teacher education, using resources, language and communication, contextualized learning, reasoning skills, and integrating technology into mathematics instruction.
Hyperbolic geometry was developed in the 19th century as a non-Euclidean geometry that discards one of Euclid's parallel postulate. It assumes that through a point not on a given line there are multiple parallel lines. This led to discoveries like triangles having interior angles summing to less than 180 degrees. Key figures who developed it include Gauss, Bolyai, Lobachevsky, and models include the Klein model, Poincaré disk model, and hyperboloid model.
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
Pedagogy of Mathematics-Mathematics CurriculumRaj Kumar
This document discusses the principles of curriculum development in mathematics. It defines curriculum as a plan directing content and delivery of a mathematics learning program, including goals, content domains, learning philosophies, and standards. It discusses two key stages in curriculum construction: selection of content based on principles like aims of education, utility, flexibility; and organization of content through logical and topical arrangements from easy to difficult. The document emphasizes that curriculum frameworks should provide structure to content domains and cognitive processes, and establish a pedagogical approach that reflects how students learn for deep understanding.
Mathematics is an abstract subject and most of the people hate mathematics. so Mathematics has a great role in developing interest of the students in Mathematics.
The document discusses the practical and disciplinary values of learning mathematics. It outlines several practical applications of mathematics in daily life activities like cooking, gardening, shopping, and various professional fields such as sports, navigation, banking, architecture, and weather forecasting. It also discusses how mathematics has helped in understanding natural disasters and modeling the spread of COVID-19. Additionally, it describes the disciplinary values of learning mathematics, noting how it develops logical thinking, reasoning skills, and habits of being punctual, neat, and objective. Learning mathematics can help imbue values like honesty, open-mindedness, and self-reliance.
Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude. It has its own language using signs, symbols and operations, and helps draw conclusions and interpret ideas and themes in a logical sequence. Mathematics has several values in its teaching. It has utilitarian value as its fundamental processes are used in daily life. It has cultural value as understanding mathematics is key to understanding civilization. It also has social value by enabling understanding of group and social interactions. Mathematics provides disciplinary and intellectual value by training the mind in logical reasoning and thinking.
How to teach is really difficult problem for the teacher. To make the teaching of mathematics interesting vital the teacher should know the proper methods of teaching. Secondary education commission(1952-53) has emphasised the need and importance of choosing right methods of teaching
The document discusses mathematical skills and higher order thinking skills (HOTS) in mathematics. It defines arithmetic skills such as addition, subtraction, multiplication and division. It also discusses geometric skills and interpreting graphs and charts. The document then defines HOTS as including skills such as problem solving, reasoning, communication and conceptualizing. It provides examples of each skill and discusses the importance of incorporating HOTS into mathematics teaching to better prepare students. The document concludes by providing suggestions for how to improve students' HOTS through revising textbooks and using open-ended testing.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
The document discusses mathematics anxiety, including its symptoms, causes, and implications. It provides definitions of mathematics anxiety, quotes from anxious students, and discusses common myths and misconceptions. The document also examines the anxiety process, outlines implications for students and teachers, and suggests ways to assess and address anxiety through changes in teaching approaches.
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document discusses ethnomodeling as a pedagogical approach for ethnomathematics programs. It defines ethnomodeling as modeling real situations and problems from diverse cultures to study their mathematical ideas and practices. Examples of ethnomodels from Mayan, Sioux, and freedom quilt traditions are provided. The document argues that ethnomodeling values students' previous knowledge and introduces knowledge creation over knowledge transfer. It promotes respecting diverse social and cultural perspectives in mathematics education.
This document discusses teaching mathematics through a multicultural lens. It defines key terms like math literacy and multicultural education. It provides examples of incorporating social justice issues and other cultures into math lessons. Challenges of teaching this approach are also outlined, along with resources and ideas for teaching math and multiculturalism.
FILMS: CULTURAL MEDIA FOR EXPLORING MATHEMATICSICEM-4
This document discusses using films to integrate culture and mathematics in the classroom. It proposes that films can engage students by featuring people from diverse cultural backgrounds solving problems. An approach is described that identifies ordinary life situations depicted in films and creates related mathematical investigations. A cultural and mathematics index is presented for evaluating films. Sample films are analyzed and possible mathematical investigations described, covering topics like probability, dimensional analysis, and geometric modeling. The document concludes by noting films' interdisciplinary potential and considerations for their classroom use.
Authentic Tasks And Mathematical Problem SolvingJim Webb
This document discusses authentic tasks in mathematical problem solving and their role in developing mathematical literacy. It describes four key dimensions of authentic tasks: thinking and reasoning, discourse, mathematical tools, and attitudes and dispositions. Each of these dimensions supports meaningful learning and prepares students to solve everyday problems. The document provides examples of lessons and programs that incorporate these dimensions through real-world, problem-based activities.
Integrated Multicultural Instructional Design (IMID) for Undergraduate Mathe...ICEM-4
The document proposes an integrated model called Integrated Multicultural Instructional Design (IMID) to maximize equity, access, and success for all learners in undergraduate mathematical thinking courses. The model integrates multicultural education, ethnomathematics, and universal instructional design. Increased mathematical literacy is necessary for all to achieve effective global citizenship and participation. Key terms like ethnomathematics and mathematics literacy are defined. A diagram is included to visualize the student-centered and teacher-centered aspects of the proposed inclusive theoretical model.
Liberal Arts Education is meant to liberate student thinking & creativity through transdisciplinary curriculum & practical awareness of the world helping students to apply and test their knowledge and discover realities for their enlivenment & social progress. The idea is good, but practising the curriculum faces a lot of challenges. Schools that attempt to give liberal arts end up introducing a shallow mix of multiple subjects and not achieving the desired results. Here, I discuss how can we design a better liberal arts programme.
This document describes an activity where students create facial glyphs representing themselves using provided materials. Each student introduces themselves by sharing their name, identifying their facial glyph features, and three adjectives to describe themselves. The class then collaboratively creates a quilt using the facial glyphs to represent the group and identify similarities and differences. The activity integrates literacy, social studies, mathematics, and science standards by having students use language skills, learn about diversity, quantify and organize data from the facial glyphs.
This document discusses teacher professional development and the theory-practice dichotomy in mathematics education. It provides an overview of the relevant literature on this topic and examines different models that have been proposed to describe the relationship between theory and practice. It then describes an initiative in Germany called "Mathematics Done Differently" which aims to better address teachers' needs through innovative approaches to professional development, such as offering courses tailored to teachers' specific requests. The document concludes by reflecting on the successes and challenges of this approach to bridging theory and practice.
Mixing math and literacy presentation.pptxAnang Anang
The document discusses meaningful collaboration between school librarians and math teachers to develop students' mathematical literacy. It provides examples of how librarians can support math instruction through reading strategies, vocabulary development, inquiry projects, and identifying relevant resources. Specific strategies discussed include using graphic organizers to read math problems, developing math word walls and personal dictionaries, and providing real-world examples through library materials like books and online resources. The document emphasizes that literacy is essential for mathematical success and librarians can help students comprehend math as a language.
This document discusses the concept of ethnomodelling, which uses modeling techniques to translate and understand diverse cultural mathematical practices. It defines ethnomodelling as applying modeling processes to develop problem-solving techniques that represent the mathematical ideas, procedures and structures used in other cultural contexts. The document presents ethnomodelling as an intersection between cultural anthropology, mathematics, and mathematical modeling. It also describes three approaches to ethnomodelling: emic (insider), etic (outsider) and dialogic (combining emic and etic). Examples of each type of ethnomathematical model are provided to illustrate how modeling can be used to understand mathematical concepts and traditions from other cultures.
Gc 2007 11 02 Palembang Masters Program Melek MatematikaKees Hoogland
The document discusses why mathematics is taught to children aged 6-15, and defines numeracy, mathematical literacy, and related concepts. It aims to introduce children to abstract mathematical systems and tools to help them cope with quantitative aspects of life. Mathematical literacy focuses on interpreting, reasoning about, and having a critical attitude towards quantitative situations rather than just learning techniques. It should reflect cultural and workplace contexts. Examples are given of projects integrating ethnomathematics and issues relevant to communities.
Ethno-mathematics links students' cultural knowledge and experiences to academic mathematics. It values students' diverse backgrounds and makes math more meaningful and relevant. Ethno-mathematics teaches math through culturally-relevant examples and perspectives to help students understand themselves, their peers, and mathematical concepts. As a teaching method, it allows teachers to incorporate students' cultures into math lessons to promote understanding and appreciation of mathematics as a human, cultural activity.
This document summarizes a study that explored using computer programming to improve language, mathematics, and art skills in 5-10 year old Brazilian children. Two groups of children took Python programming classes over 5 months that incorporated literature, arts, language, and math concepts. Both groups showed considerable development in language and mathematical reasoning skills. The study found that basic programming concepts were successfully incorporated by the children and that this approach can help integrate technology into primary education by having students actively construct their own knowledge.
The document summarizes three conferences on mathematical cultures organized by Dr. Brendan Larvor of the University of Hertfordshire. The first conference focused on diversity and included talks on mathematical traditions in Russia, visual mathematics, and practices in Brazilian engineering schools. The second conference focused on values in mathematics and included talks on purity, explanation, rigor and generality. The third conference included talks on mathematics in fiction, morality, First Nations in Western Canada, and mathematics in STEM education.
The document compares and contrasts didactics of mathematics and mathematics education through comparative charts provided by multiple authors. Didactics of mathematics focuses on identifying and understanding phenomena related to teaching and learning mathematics, while mathematics education includes the broader field of teaching, learning, and researching mathematics. Both fields aim to improve the learning and understanding of mathematical concepts but do so through different approaches and areas of focus.
This document discusses culturally responsive teaching (CRT) strategies for adult education classrooms. It defines CRT as leveraging students' cultures to accelerate learning in any subject. The document recommends establishing inclusion, developing student attitudes, enhancing meaning, and engendering competence based on the Wlodkowski framework. Specific in-classroom CRT strategies are presented, such as using mixed language/culture groupings, learning about students' cultures, and including lessons on anti-immigrant bias. CRT is said to emphasize cultural learning styles over superficial representations and to highlight personalized, collaborative, and explicit cognitive approaches.
Nature of Mathematics and Pedagogical practicesLaxman Luitel
I presented this paper in mathematics education and society conference 2019 (Jan 28 - Feb 2) at University of Hyderabad, Hyderabad, India. Paper is available in the website of conference and the link given below.
https://www.researchgate.net/publication/331113612
This document summarizes three conferences on mathematical cultures organized by Dr. Brendan Larvor of the University of Hertfordshire. The first conference focused on diversity in mathematical cultures and included talks on topics like mathematics in ancient China, the Russian tradition of mathematics, and mathematical practices in Brazilian engineering schools. The second conference centered on values in mathematics, with talks addressing concepts like purity, explanation, rigor and generality. The third conference covered additional topics related to mathematical cultures, such as mathematics in fiction, morality and mathematics, and mathematics education for indigenous communities in Western Canada.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
2. What is Ethnomathematics?
Study of the nature of mathematical ideas.
Involves multiple perspectives on mathematics.
Can result in cross-cultural harmony.
Links the practical with the abstract.
(Arismendi-Pardi, 1994)
3. How does it compare to western
mathematics?
Ethnomathematics Western Mathematics
• Culturally based mathematics
• Promotes alternative ways of understanding
• Concepts are applicable to life outside of school
• Includes complex mathematical systems that have
evolved over time in other cultures
• Reduces the alienation felt by students from
diverse cultures
(Owens, 2017)
• Abstract concepts
• May be considered irrelevant by students
• Doesn’t allow for alternative ways of knowing
• Based on pre-determined formulas
• Includes the basic principles of mathematics
• Considered culturally-neutral
(Bishop, 1990)
4. The Benefits of Ethnomathematics
Helps students connect mathematical learning to their lives.
Culturally based mathematics – expresses multiple ways of thinking.
Mathematics is a human activity – entwined with culture.
Removes negative connotations associated with school mathematics.
Encourages creativity, problem solving and multiple ways of thinking.
(Brandt & Chernoff, 2015)
5. Ethnomathematics and Indigenous
Students
Ethnomathematics is related to the evaluations, quantities, qualities and the
relationships between known realities.
May involve both physical and spiritual aspects.
Early western mathematical searchers disregarded indigenous perspectives and ways of
understanding.
Knowledge is obtained by discovery and revelation.
Students benefit from exploring multiple approaches to mathematics.
(Rudder, n.d.)
6. Concerns and Criticisms
Teachers will focus only on the practices of large ancient empire cultures.
Teachers tend to romanticise foreign cultures and analyse them from a
western standpoint.
Teacher may end up only exploring ethnomathematics as simplified
mathematics.
(Brandt & Chernoff, 2015).
7. Concerns and Criticisms (Solutions)
Provide support to teachers
Incorporate mathematical concepts from a wide range of sources
Balance the cultural examples utilised in the classroom
Engage community members
Explore high-level mathematical problems with help of ethnomathematics.
(Brandt & Chernoff, 2015).
8. Implications on Teaching
1. Look at how different cultures use mathematics in real life
2. Explore aspects of math from different cultural perspectives e.g. geometry
3. Get students to experiment with multiple cultural counting and number
systems
9. Examples of Ethnomathematics in the
Classroom
Mathematical analysis of music from different cultures
Examining patterns, rhythms, chord progressions, audio frequencies and
melodies
(Brandt & Chernoff, 2015)
10. Examples of Ethnomathematics in the
Classroom
The use of field studies
Get students out of classrooms and experience mathematics in the real world
For example, visiting marine institutes and exploring patterns in nature (Ernst, 2017)
11. Examples of Ethnomathematics in the
Classroom
Japanese origami
Investigating ratios, patterns and symmetry
Develop geometrical reasoning (Grandi, 2016)
12. Examples of Ethnomathematics in the
Classroom
Other examples include
Exploring traditional Khipus/Quipus ancient Incan system of math and accounting.
Investigating different shapes and patterns from modern hip hop culture.
Chance and strategy games from various native American Tribes.
Analysing logic of kin relationships (Warlpiri region in Australia).
(Brandt & Chernoff, 2015)
13. References
Adam, S. (2004). Ethnomathematical ideas in the curriculum. Mathematics Education Research Journal, 16(2), 49-68.
Retrieved from https://www.merga.net.au/ documents/RR_adams.pdf
Arismendi-Pardi, E. (1994). What Is Ethnomathematics and Why Should We Teach It? Crossing Cultures:
Communicating through the Curriculum. Retrieved from http://files.eric.ed.gov/fulltext/ED430804.pdf
Bishop, A. (1990). Western mathematics: the secret weapon of cultural imperialism. SAGE Journals, 32(2). 51-65.
Retrieved from http://journals.sagepub.com/doi/abs/10.1177/ 030639689003200204
Brandt, A., & Chernoff, E.J. (2015). The importance of ethnomathematics in the math class. Ohio Journal of School
Mathematics (71). Retrieved from
https://kb.osu.edu/dspace/bitstream/handle/1811/78917/1/OJSM_71_Spring2015_31.pdf
D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools. Teaching Children
Mathematics 7(6). Retrieved from http://etnomatematica.org/ articulos/Ambrosio1.pdf
Ernst, C. (2017). Ethnomathematics shows students their connection to math. Retrieved from
http://www.maa.org/publications/periodicals/maa-focus/ethnomathematics-shows-students-their-connections-math
Favilli, F. (2004). Ethnomathematics and mathematics education. Proceedings of the 10th International Congress of
Mathematics Education Copenhagen. Retrieved from
http://people.dm.unipi.it/favilli/Ethnomathematics_Proceedings_ICME10.pdf
Grandi, C. (2016). Origami in lessons. Artful Maths. Retrieved from http://www.artfulmaths.com/origami-in-
lessons.html
Owens, K. (2017). Ethnomathematics. Retrieved from http://www.nova.org.au/everything-else/ethnomathematics
Rudder. J. (n.d.). Ethnomathematics in Australia. Retrieved from https://aiatsis.gov.au/ collections/collections-
online/digitised-collections/ethnomathematics-australia
Editor's Notes
Good afternoon,
My name is Rebecca Tribe and I am currently studying a Bachelor of Primary Education at the Charles Darwin University. I have created this presentation as a way to share my recent learning journey and new found knowledge on the field of Ethnomathematics and how it impacts on teaching pedagogy. I hope you will find some insightful new knowledge within this presentation.
Ethnomathematics represents a field of study which moves away from the traditional western approach to mathematics.
Ethnomathematics focuses on studying the nature of mathematical ideas and how such ideas can be established in cultures and ultimately result in cross-cultural harmony (Arismendi-Pardi, 1994) .
The term ethnomathematics was first used in the early 1980’s by Brazilian mathematician Dr. Ubiratán D'Ambrosio and over time it has developed to involve multiple different perspectives of mathematics (D’Ambrosio, 2001).
Ethnomathematics is an interesting concept to include in contemporary classrooms due to the fact, it is helpful in developing a link between the practical side of mathematical knowledge and the abstract mathematical concepts.
The development of these links are often inclusive of economic, political, social and cultural issues and trends (Arismendi-Pardi, 1994).
Unfortunately many individuals only have knowledge of western mathematics and often consider any other mathematical knowledge to be primitive. It is therefore important that 21st century teachers in Australian classrooms embrace and celebrate the diversity of mathematical knowledge and include ethnomathematics as a key concept in their classrooms. Furthermore, incorporating ethnomathematics in the classrooms reduces the chances of students feeling alienated from learning and assists student to develop self-confidence and a positive, intellectually stimulating attitude towards mathematical learning (Arismendi-Pardi, 1994).
The study of ethnomathematics often compares it with the traditional idea of western mathematics which is what is often taught in today’s classrooms.
There are many different definitions of western mathematics out there. However, they all tend to describe western mathematics as involving abstract, irrelevant and out of context ideals (Bishop, 1990).
Some educational institutes like to argue that mathematics is universal and should be a culturally-neutral phenomenon. This is where the importance of ethnomathematics becomes apparent. Western mathematics often relies on pre-determined formulas and basic principles of mathematics but there are so many more intricate and complex mathematical systems which have evolved over time in other cultures. (Owens, 2017).
Many schools study western-mathematics almost exclusively with only very little bits of Indigenous knowledge thrown in for good measure. While western mathematics has its place in the classroom. There is also a place for ethnomathematics and classrooms should reflect that. It is without a doubt that all students should learn basic principles of mathematics but what should happen is that this knowledge is explained in ways that are relative to the community surrounding the classroom (Favilli, 2004).
There are a wide range of benefits for utilising ethnomathematics in the classroom. One benefit is that ethnomathematics can assist students in connecting their learning at school to their life outside of school. Ethnomathematics also celebrates the cultural diversity of the classroom and the interconnected world. Another important fact is that mathematics is found in every part of our lives. It is a human activity that is entwined with culture and should be enriched by intellectual diversities.
Many students struggle with the abstract concepts of mathematics studies and unfortunately traditional approaches to math tend to create a sense of fear and helplessness in students.
Hence, there is a need to incorporate interesting and relatable content into all aspects of mathematical teaching. Ethnomathematics is culturally accepting and is applicable to all aspects of our lives. In turn, students who are presented with ethnomathematics are more likely to find content interesting and applicable.
Ethnomathematics is also beneficial for developing the fundamental values including having respect for others, solidarity with others and being able to cooperate with others.
Another great point about ethnomathematics in the classroom includes the fact that it has the potential to bring students own multicultural views to the surface and allow them to challenge or support ideas from traditional western perspectives. Additionally, ethnomathematics can empower student voices which traditionally may have been marginalised and also expose multiple ways of thinking and can result in students understand diversity and accepting it as a beneficial part of life.
Finally, ethnomathematics can assist students in developing creativity and problem solving.
(Brandt & Chernoff, 2015)
In its very definition, ethnomathematics refers to the mathematics used by a defined cultural group to solve problems that are often related to their immediate environment. Therefore, ethnomathematics can be considered to be related to the evaluations, quantities, qualities and the relationships between known realities. These relationships are not only physical but can also be spiritual aspects. Put simply, ethnomathematics is an expression of any group of people’s world view (Rudder, n.d.).
Early mathematical western researchers regrettably only concerned themselves with quantities and rarely considered the Indigenous terms and ways of understanding to be worthwhile to study. These early researchers assumed that the Indigenous mathematical knowledge was simply an impoverished version of a number system. Luckily though, from the early 1960’s and onwards, ethnomathematics in Australia became more focused on Indigenous cultures and what the Indigenous Australians consider to be a mathematical concept. Such concepts focus on all types of relationships and aspects of the known environment. They also consider patterns of human relationships rather than focusing purely on numbers and quantity (Rudder, n.d.). Indigenous ethnomathematics often involves knowledge obtained through discovery and revelation rather than relying on predetermined formulas and traditional methods of mathematics.
Teachers should aim to build a bridge between the multiple ways of understanding and help all students to understand that neither approach to problem solving is wrong and that all different approaches to mathematics are important and have a place in the world (Rudder, n.d.).
While there are many benefits of ethnomathematics. Some individuals and educational groups have concerns about the incorporation of ethnomathematics in the contemporary classroom.
The concerns about ethnomathematics can be separated into two categories which are epistemological, relating to the way ethnomathematics is related to mathematical knowledge, and pedagogical, relating to the ways ethnomathematical concepts are explored in education facilities.
Both should be taken into account in order for teachers to improve their learning environment. Only once concerns are addressed can solutions be developed. For now, some concerns of individuals and educational groups are accessed.
One concern is that teachers may end up focusing only on the practices of large ancient cultures such as the Chinese, Muslim and Hindu and may possibly leave out the knowledges of other lessor known Indigenous societies.
Another criticism of ethnomathematics in the classroom, is that it will be difficult for teachers to share the different Indigenous mathematical knowledges without losing touch with the original cultural context of such ideas. Often when looking at other cultures, teachers tend to romanticise foreign cultures and analyse them from a very western standpoint.
One other final concern, is that some believe teachers may end up relying on ethnomathematics only for less challenging and simplified mathematics and ‘simple’ counting procedures.
(Brandt & Chernoff, 2015).
While there are quite a few concerns and criticisms for the implementation of ethnomathematics in the classroom. There are also some possible solutions that could be developed to ease the transition from traditional methods of mathematical teaching to more culturally diverse ethnomathematical teaching.
Some possible solutions to the concerns raised on the previous slide include providing support to teachers to incorporate mathematical concepts from a wide range of sources and striking a balance between the cultural examples they utilise in the classroom. Another alternative is to encourage community members to come into the classroom and share their cultural knowledge of mathematics to the class. Finally, teachers should be encouraged to explore higher-level mathematical problems with the help of ethnomathematics and using the many innovative methods of mathematics that have been developed over time (Brandt & Chernoff, 2015).
There are vast amounts of methods, activities and resources available out there.
One only needs to do a quick search online to find a wealth of different ideas for the implementation of ethnomathematics in the contemporary classroom.
However, three important aspects to consider in the implementation include
1. looking at how different cultures use mathematics in real life
2. exploring aspects of math from different cultural perspectives for example - geometry
3. getting students to experiment with multiple cultural counting and number systems
Teachers should aim to create a classroom that teaches the required curriculum in a way that is actually engaging for students and provides a meaningful context to their lives. School is a demanding part of a child’s life and without appropriate cultural constructs in all subject areas, a student will only be learning the material to please the teacher. Furthermore, according to Adam (2004), learning environments should never be isolated from the communities in which they are built in. Communities provide a wealth of knowledge and traditions and should be encouraged and celebrated in schools.
There are so many examples of successful implementation of ethnomathematics that it would take days to explain them all. Therefore, this slideshow demonstrates three interesting examples of ethnomathematics in the classroom.
One example of ethnomathematics in action is the analysis of music in classrooms. Music is a very diverse medium and can be adjusted to intrigue students from many different cultural backgrounds. Every culture has their own understanding of what music is and how it should work (Brandt & Chernoff, 2015). Music is very versatile and the analysis of music can be simplified or expanded upon depending on the skill level of students. The mathematical analysis of music can involve analysing various patterns, rhythms, chord progressions, audio frequencies and melodies. The best part of utilising music in a mathematical lesson is that it is an enjoyable medium and it also appeals to most students (Brandt & Chernoff, 2015).
Another example of ethnomathematics in action is the use of field studies in classrooms. Field studies get students out of the regular classrooms and into the real world where they are able to apply the skills they learn in the classroom. There are many different approaches to field studies and ultimately, they depend on the size, location and age of the class. One example of an ethnomathematical field study involves students visiting marine institutes on the coast which provides the opportunity for students to explore patterns in nature which were once used by sailors and fishermen to sail long distances. Students also have the opportunity to explore coastal conservation and the equations, functions and geographical locations required to make sense of how we can sustain such precious island resources (Ernst, 2017).
Another very interesting example of ethnomathematics in the classroom is the investigating of ratios, patterns and symmetry through the use of Japanese origami (Brandt & Chernoff). The use of origami in mathematical lessons can assist students in developing geometrical reasoning (Grandi, 2016). Origami allows for a hands-on approach for understanding shapes and the construction of geometric shapes. Activities such as paper-folding challenges encourages the development of problem solving skills and can also provide opportunity for teamwork. There is plenty of activities available online for utilising origami in the mathematical classroom and the possibilities are endless (Grandi, 2016).
In the previous slides, some examples were explored in detail. However, there are many more examples out there. Some more examples include:
exploring the traditional Khipus/Quipus ancient Incan system of math and accounting which involved the knot tying of different coloured cords of cotton
investigating the different shapes and patterns from modern hip hop culture
playing a wide range of chance and strategy games from various native American Tribes
finally, analysing the logic of kin relationships especially from the Walpiri region in Australia.
(Brandt & Chernoff, 2015).