Rethinking symmetry in ethnomathematics
by Ron Eglash (2001)
[http://www.ethnomath.org/resources/eglash2001.pdf]
This study explores alternative approaches to symmetry, while making a brief comparison between the fundamental concept of ethnomathematics and “mathematical anthropology”. Descriptions and photographs of Native American “fourfold symmetry” designs, Navajo sand painting, Shoshone-Bannock beadwork, among other examples are included. One section notes that a math teacher “found that the Cartesian system made teaching reflection symmetry quite easy, since the design tool allowed speedy replication with reflection to any of four quadrants, simply by changing the sign of the figures.“ It goes on to say that “… the design tool approach allows us to move dynamically between indigenous math and western math, creating new hybrids as well as shedding light on indigenous math that might otherwise be overlooked.” Other terms: Cartesian coordinate system, scaling symmetries, aperiodic patterns, fractals, epiphenomena. (Includes 4 references)
Subject: Geometry and Topology>Plane Geometry>Patterns>Geometric Patterns,
Geometry and Topology>Plane Geometry>Patterns>Symmetry,
Instructional Issues>Educational Research
Geographical area: Africa, United States of America
Cultural group: African, African American, Bannock (Native American - United States), Native American (United States), Shoshone (Native American - United States)
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SimShoBan: computer simulation of indigenous knowledge at the Shoshone-Bannock School
by Ron Eglash (2001)
[http://www.aaanet.org/committees/commissions/aec/simshoban.htm]
This article describes how an educational computer simulation was developed in consultation with the Shoshone and Bannock tribes of Native Americans. The computer simulation is designed to teach mathematics, particularly geometry and the use of coordinates, in the context of bead patterns drawn from Native American traditional life. Other parts of the simulation focus on science, particularly ecology and the environment. (Includes 7 references.)
Subject: Cultural Context>Influence of Culture on Teaching Mathematics>Culturally-based Instruction
Geographical area: Idaho (United States)
Cultural group: Bannock (Native American - United States), Shoshone (Native American - United States)
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