Ethnomathematics Digital Library (EDL)

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Geographical Area: Marshall Islands

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18 Records

Astronomy and navigation in Polynesia and Micronesia
by Kjell Akerblom (1968)
[http://www.ethnomath.org/resources/akerblom1968.pdf]
This paper discusses navigation in the Caroline Islands, Marshall Islands, and Gilbert Islands. Comparative "star" charts, astronomical observations, cosmogny or astronomical theory for each island grouping is investigated.
Subject: Applied Mathematics>Mathematical Physics>Astronomy,
Applied Mathematics>Mathematical Physics>Navigation,
Geometry and Topology>Plane Geometry>Lines and Planes
Geographical area: Caroline Islands, Marshall Islands, Oceania
Cultural group: Marshallese, Micronesian, Polynesian

Canoes und canoebau in den Marshall Inseln
by Otto Finsch
[http://www.ethnomath.org/resources/finsch1887.pdf]
In discussing drift voyages from the Marshall Islands, Marshallese canoes, and canoe construction tools, Finsch includes illustrations of the sections and dimensions of a large canoe from Jaluit atoll.
Subject: Applied Mathematics>Engineering Mathematics>Design and Construction of Canoes and Sailing Vessels,
Applied Mathematics>Mathematical Physics>Navigation
Geographical area: Marshall Islands
Cultural group: Marshallese

Der haus und bootbau auf den Marshallinseln (Ralik-Ratak-Inslen)
by Augustin Kramer (1906)
[http://www.ethnomath.org/resources/kramer1906.pdf]
Drawing from time spent watching canoe builders on Jaluit atoll in the Marshall Islands, Krämer stresses the asymmetrical aspects of three different types of canoes and how the asymmetrical approach improves speed and maneuverability.
Subject: Applied Mathematics>Engineering Mathematics>Design and Construction of Canoes and Sailing Vessels
Geographical area: Marshall Islands
Cultural group: Marshallese

Die astronomischen, geographischen und nautischen kentnisse der bewohner de Karolinen-und Marschallinseln
by Albert Schuck
[http://www.ethnomath.org/resources/schuck1882.pdf]
Drawing from early European accounts, Schück discusses the knowledge and use of the various points in the rising and setting of stars in relation to the horizon as well as the use of important stars for 12 wind directions. One 1817 European reference noted that an elderly man of Wotje in the Marshall Islands was able to understand a magnetic compass in relation to navigational stars and directions after having seen such a compass for the first time. Schück also discusses European recordings of indigenous knowledge and use of stars, planets, and constellations, the construction of a stellar compass with bamboo sticks, and the usage of tattoos as geographical registers in the Carolines. Includes illustrations of Marshallese stick charts.
Subject: Applied Mathematics>Mathematical Physics>Astronomy,
Applied Mathematics>Mathematical Physics>Navigation
Geographical area: Caroline Islands, Marshall Islands
Cultural group: Marshallese

Die Stabkarten der Marshall-Insulaner
by Albert Schuck (1902)
[http://www.ethnomath.org/resources/schuck1902.pdf]
Using four stick charts illustrated in Schück’s 1902 Die Stabkarten der Marshall-Insulaner and several others, Hines emphasizes the uniqueness of each chart that may or may not be fully understood by other navigators. These variations underline the changing geometric structures of the older wave illustration charts still in existence.
Subject: Applied Mathematics>Mathematical Physics>Astronomy,
Applied Mathematics>Mathematical Physics>Navigation,
Cultural Context>Cultural Perspectives on Mathematics,
Numbers and Computation>Measurement>Linear Measure>Distance
Geographical area: Marshall Islands
Cultural group: Marshallese

Dies Sternkunde bei den Seefahrern der Marshallinseln
by P. Erdland (1910)
[http://www.ethnomath.org/resources/erdland1910.pdf]
Emphasizing the greater secrecy assigned to stellar navigational knowledge as opposed to knowledge of ocean swells, Erland focuses on navigation by star and numerous lists of stars and constellations he obtained from navigators. He notes the application of a star’s position over the island of departure and the extent of its value based on its linear use as the voyage progresses. He also discusses indigenous beliefs on the influence of stars on weather and the degrees of height required for stars so that winds can move freely.
Subject: Applied Mathematics>Mathematical Physics>Astronomy,
Applied Mathematics>Mathematical Physics>Navigation
Geographical area: Marshall Islands
Cultural group: Marshallese

Essays on the Marshallese past: traditional Marshallese stickchart navigation
by Dirk Spennemann (1998)
[http://marshall.csu.edu.au/html/essays/es-tmc-2.html]
This essay examines the traditional use of navigational stick charts by the people of the Marshall Islands. Stick charts depicting ocean wave and current patterns were aids for teaching navigation and canoe sailing skills. Because wave patterns differ on returning trips, the unidirectional stick charts were memorized and sailing was done by rote. Today few people understand the common stick charts, wappepe and rebbelip. They work using the understanding of the mathematical principles of reflection, deflection and refraction as waves hit the destination islands. Other terms: North Equatorial Counter Current (NECC), North Equatorial Current (NEC), natural phenomena, likajjir. (Includes 1 reference)
Subject: Applied Mathematics>Mathematical Physics>Navigation,
Mathematics History
Geographical area: Marshall Islands
Cultural group: Marshallese

Ethnomathematics: a rich cultural diversity
(2002)
[http://www.science.org.au/nova/073/073print.htm]
This website examines the background and provides examples of the development of ethnomathematics. Ubiratan D'Ambrosio, Brazilian mathematician, holds the belief that Western mathematics is tied to world domination and that only by honoring the mathematics of indigenous peoples will global peace be possible. The needs of people in non-Western cultures has led to the development of many different mathematical systems. Mathematics and counting systems of the Mayans, Papua New Guineans, and Australian Aborigines are examined, as well as the celestial and wave pattern navigational methods of the Polynesians, Micronesians, and Melanesians. Includes a glossary, background information on the Dresden Codex, student activities, further reading, and useful sites. Other terms: calendars, solar and lunar cycles, decimal, vigesimal system, Marshallese stick charts, hieroglyphics. (Includes 24 links to student activities, 4 journal references, and 10 links to related websites)
Subject: Applied Mathematics>Mathematical Physics>Navigation,
Cultural Context>Cultural Perspectives on Mathematics,
Numbers and Computation>Measurement>Time>Calendar Development,
Numbers and Computation>Number Concepts>Natural Numbers>Counting
Geographical area: Australia, Marshall Islands, Papua New Guinea
Cultural group: Australian Aborigine, Marshallese, Mayan (Native American - Mexico and Central America), Melanesian, Micronesian, Polynesian

Etnomatemática como ação pedagógica: algumas reflexões sobre a aplicação do programa etnomatemática
by Daniel Orey
[http://www.csus.edu/indiv/o/oreyd/papers/EtnoSalvador.html]
This paper, presented in the form of overheads, includes the definition of ethnomathematics and a summary of its relevance for the classroom in na increasingly multicultural society. It describes the Algorithm Collection Project, designed to examine the basic acquisition of numerical sense in different cultures. Its objective is to contribute to the development of a model for teaching basic mathematics using ethnomathematics and mathematical modeling. The project aims to explore the interaction between language and the algorithms used in different cultures, and the cognitive consequences for children of these algorithms. Four main styles were identified in a pilot study: North American (USA and the Marshall Islands), Franco-Brazilian (Vietnam and Brazil), Soviet-Russian (countries of the former Soviet Union), and Indo-Pakistani (India and Pakistan). Conclusions relate to differing manners of: writing decimal numbers; doing long division; doing calculations and communicating the results; and advantages
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Multicultural Approaches to Teaching,
Cultural Context>Cultural Diversity,
Instructional Issues>Teaching Methods,
Numbers and Computation>Arithmetic>Operations [Whole Numbers]>Division of Whole Numbers
Geographical area: Brazil, India, Marshall Islands, North America, Russia, United States of America, Vietnam
Cultural group: Brazilian, Indian (India), Marshallese, Russian, Vietnamese

Integrating mathematics of worldwide cultures into K-12 instruction
by Terry Herrera (2004)
[http://www.enc.org/conferences/nctm/nctm2004spicerherrera.pdf]
This study notes that integrating mathematics of worldwide cultures into K-12 instruction would not only help students to understand their roots, but also foster respect for other cultures and contributions from foreign lands, as well as help bridge mathematics to art, technology, games, literature, and other studies. This presentation was made at the National Council of Supervisors of Mathematics (NCSM) Conference in Philadelphia (April 2004). The website provides links to ethnomathematical sites on counting, measuring, designing, navigating, and playing as well (e.g., on Mesoamerican Abacus, Ishango Bone, Aztec Quahuitl, Pre-Columbian Pyramids, Patterns with Beads, Shipbuilding and Navigation, Shax). Other terms: Inca Khipu, stickchart, Sona Drawings, Vedic Altars, Mancala, To-pe-di, Konane. Includes math lessons, games, historical math contributions, children’s literature, and background reading.
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Culturally-based Instruction,
Cultural Context>Influence of Culture on Teaching Mathematics>Multicultural Approaches to Teaching,
Cultural Context>Cultural Perspectives on Mathematics,
Instructional Issues>Curriculum Design
Geographical area: Africa, Central America, Egypt (Ancient), Hawaii (United States), India, Marshall Islands, Mexico, South America
Cultural group: African, Aztecs (Native American - Mexico), Egyptian, Hawaiian, Inca (Native American - South America), Indian (India), Marshallese, Mayan (Native American - Mexico and Central America)

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.