Ethnomathematics Digital Library (EDL)

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This section of the report on “the cultural anthropological research in the Caroline Islands of Micronesia in 1980-1981” describes in detail how turtles, whales, and fish were distributed during certain seasons on the isle of Mogmog, Ulithi atoll, of Micronesia. “Turtle meat is thus divided…From this point on further distribution to kinship relatives, and other families and islanders related in terms of land take place.” In the case of whales, “specifically ranked plots are closely connected with the way the whale is then divided up.” Descriptions are provided of how they are cut, and which portions are distributed to whom (which may often be connected to the ranking of land plots divided into two sides of the village, and according to the island’s political order). Also included are descriptions of “communal fish magic,” tables of the land plots, and diagrams of how the turtle and fish may be cut up for distribution.

Água e Óleo: Modelagem e Etnomatemática?
by Pedro Scandiuzzi
[http://www.ethnomath.org/resources/brazil/agua-e-oleo.pdf]
This report looks at two pedagogical approaches used in mathematics: mathematical modeling and ethnomathematics. In the educational/research area, some aspects bring them together, and others set them apart. Mathematical modeling aims to apply formal mathematics to real situations, whereas ethnomathematics seeks to understand and legitimize the mathematics and mathematical models applied by different social and cultural groups to their own reality. The former tends to preserve the current power structure; the latter challenges it. The objective is to better explain these two tendencies in mathematical education, both of which aim to associate mathematics more closely to reality. Other terms: indigenous populations. (Includes 8 references)
Subject: Cultural Context>Cultural Perspectives on Mathematics>Standard versus Non-standard Mathematics,
Cultural Context>Political Implications,
Instructional Issues>Educational Research,
Instructional Issues>Teaching Methods

800-eme anniversaire de la pulication du Liber Abaci (1202-2002), Bejaia (Algeria), June 2002
by Djamil Aissani (2002)
[http://www.ethnomath.org/resources/aissani2002c.pdf]
This publication is part of the 800th anniversary celebration of the completion of Leonardo Fibonacci’s Liber Abaci (The Book of Calculation), acclaimed as one of the most important mathematics books to come out of the Middle Ages. The 13th century mathematician is credited for introducing Arabic numerals and the decimal system to Europe. In 2002, conferences and expositions were held around the world for the 800th anniversary of his principal work. This pamphlet describes the special events held in Bajaia, Algeria, a center of knowledge during the medieval era. Regions in northwestern Africa are known to have made significant contributions to the development of scientific and mathematical knowledge in the days of Fibonacci. (Includes 8 references)
Subject: Mathematics History,
Numbers and Computation>Patterns and Sequences>Fibonacci Sequence
Geographical area: Africa
Cultural group: African

A call to action: teacher education and its relationship to ethnomathematics
by Maria Domite
[http://www.csus.edu/indiv/o/oreyd/papers/danieldocarmoversion3.htm]
This article describes why and how ethnomathematics should influence teacher preparation. It emphasizes why ethnomathematics is important in math education in all cultures and particularly focuses on the way that culture plays an important role in every child's life. It calls for more plans for how prospective teachers can be taught the value of ethnomathematics and the interplay between culture and mathematics. (Includes 2 references)
Subject: Cultural Context>Cultural Perspectives on Mathematics,
Cultural Context>Influence of Culture on Teaching Mathematics,
Instructional Issues>Attitudes

A complete Indian site on math
by M Aggarwal
[http://www.ilovemaths.com/]
This website is designed to cater to Indian students of classes 6-12 (CBSE, ICSE, ISC and other boards). Tips for using the site are provided. Topics can be accessed by grade band. Within each grade band a topic can be chosen and an explanation and exercises are provided. (Other terms: Vedic maths, frequency distribution, algebra, sets, geometry, statistics, trigonometry, arithmetic, quadratic equations, inequalities, complex numbers, permutations, commercial mathematics.
Subject: Instructional Issues>Instructional Materials
Geographical area: India
Cultural group: Indian (India)

A description of the mathematical concepts of Groote Eylandt Aborigines
by Judith Stokes
[http://www.aiatsis.gov.au/lbry/dig_prgm/e_access/serial/m0022785/m0022785.htm]
Detailed study of mathematical concepts reflected in Anindilyakwa language; counting and arithmetical, Macassan number words; concepts of time, distance, motion, size, mass
Subject: Applied Mathematics>Engineering Mathematics>Design and Construction of Household Items,
Applied Mathematics>Mathematical Physics>Astronomy,
Cultural Context>Cultural Awareness,
Numbers and Computation>Arithmetic>Operations [Whole Numbers]>Addition of Whole Numbers,
Numbers and Computation>Arithmetic>Operations [Whole Numbers]>Division of Whole Numbers,
Numbers and Computation>Arithmetic>Operations [Whole Numbers]>Multiplication of Whole Numbers,
Numbers and Computation>Arithmetic>Operations [Whole Numbers]>Subtraction of Whole Numbers,
Numbers and Computation>Measurement>Linear Measure>Distance,
Numbers and Computation>Measurement>Time>Calendar Development,
Numbers and Computation>Measurement>Time,
Numbers and Computation>Number Concepts>Natural Numbers>Counting,
Numbers and Computation>Number Concepts>Natural Numbers>Number Systems (Natural)

A escola e o ensino da matemática frente a discursos interculturais: reflexões quanto a relação entre o conhecimento local e o conhecimento global
by Jos� Boettger Giardinetto
[http://www.csus.edu/indiv/o/oreyd/ciaem/wg2Boettger.htm]
This paper questions some of the main principles underlying ethnomathematics, including: 1) the ideological character inherent to Western mathematics; 2) whether there are in fact “different mathematics” or just different manifestations of “a” mathematics; 3) whether mathematical knowledge has a universal, objective nature or not; and 4) the relation between local (mathematical) knowledge and global (mathematical) knowledge traditionally taught in the schools. While agreeing that the cultural contextualization of mathematics is essential to its critical understanding, the author warns against over-valuing local knowledge to the detriment of global knowledge, and expresses concern that social exclusion may only be exacerbated by prioritizing popular mathematical knowledge over Western mathematics in the classroom. He argues against a relativist view of scientific knowledge, claiming that there are mathematical truths that are objective and universal in nature, while simultaneously r
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Multicultural Approaches to Teaching,
Cultural Context>Political Implications

A etnomatemática e a formação de educadores matemáticos
by Pedro Scandiuzzi
[http://www.ethnomath.org/resources/brazil/a-etnomatematica.pdf]
One important question on the preparation of mathematicians is: Are they preparing to teach or to educate? If to educate, what methodologies will permit more humane teaching, higher student creativity, and free and happy citizens? Mathematical modeling broke the dichotomy between the mathematics of school and real life. Ethnomathematics values different socio-cultural groups and the informal mathematical concepts they construct from their experiences outside school. Conflicts among existing methodologies must disappear, replaced by mutual learning and involvement of the educators and those being educated. It is important to construct an inclusive society through mathematical knowledge; schools should create methodologies constructed collectively through interactivity with minorities participating in their own education. Other terms: wine production, mental calculation, history of mathematics, spatial geometry, calculators, computers, mathematical modeling, self-sufficiency. (Includes 13 references)
Geographical area: Brazil

A Etnomatemática na Formação do Educador
by Pedro Scandiuzzi
[http://www.ethnomath.org/resources/brazil/formacao-do-educador.pdf]
This report explores this age of transition – from the modern world we grew up with, characterized by limited space, linear time, causal science, and universal rules, to a new world of unlimited space, simultaneous time, concerns regarding the consequences of science, and respect for diversity – and the different models/paradigms that exist, pointing to different mathematics or forms of thought. Schools and teaching continue to be based on the idea that knowledge acquisition must follow a logical sequence. In the current unlimited world, a search for differences and respect for others suggests inclusiveness for everyone, and multiple models and pathways to follow.
Subject: Cultural Context>Cultural Diversity,
Instructional Issues>Reform,
Instructional Issues>Teaching Methods,
Mathematics History
Geographical area: Brazil

A few thoughts and many queries about mathematical culture and mathematics education
by Chilakamarri Vijayalakshmi (1998)
[http://www.nottingham.ac.uk/csme/meas/papers/vijayalakshmi.html]
This paper examines the ways mathematics, culture, and values interact in the educational process. The failures of the present system of teaching mathematics are a top down imposition of knowledge; true mathematics education occurs when mathematics is integrated and within context. Mathematics education occurs at three levels - informal, formal, and technical - and is affected by enculturation, which can be viewed as an interpersonal and interactive process between the teacher and student. Other terms: research, secondary school, curriculum, rationalism, Behaviourist approach, New Math, Formative aproach, objectivism, technology, computers, calculators. (Includes 17 references)
Subject: Cultural Context>Cultural Perspectives on Mathematics>Socialization into Mainstream Culture,
Cultural Context>Influence of Culture on Learning Mathematics,
Instructional Issues>Teaching Methods

The Ethnomathematics Digital Library is a component of the National Science, Technology, Engineering and Mathematics Education Digital Library (NSDL), funded by the National Science Foundation.