What are some of the challenges and opportunities of integrating ethnomathematics into the curriculum?

1 Historical and social context

One of the challenges of ethnomathematics is to understand the historical and social context of different mathematical systems. Ethnomathematics requires a critical and reflective attitude towards the origins, meanings, and implications of mathematical concepts and practices. For example, how did ancient civilizations develop their numeration, geometry, or astronomy? How did colonialism, slavery, or migration affect the transmission and transformation of mathematical knowledge? How do contemporary cultures use mathematics to express their identity, values, or worldview?

3 Assessment and evaluation

A holistic and contextualized approach to assessment and evaluation is necessary for ethnomathematics. Teachers must assess and evaluate the learning outcomes and impacts of ethnomathematical activities and projects. How do teachers measure and document the progress and achievement of their students in terms of mathematical knowledge, skills, and attitudes? How do they capture and communicate the value and impact of ethnomathematics for their students' personal, social, and cultural development? How do they align their assessment and evaluation practices with the standards and expectations of the formal education system and the wider society?

4 Resources and support

A benefit is access and utilization of a variety of resources and support for ethnomathematical education. For example, teachers can draw on the diverse sources of ethnomathematical literature, such as books, journals, websites, or podcasts, that showcase the research and practice of ethnomathematicians around the world. Collaboration with other teachers, researchers, or experts who share their interest and passion for ethnomathematics is another example. They can also engage with their local communities, such as elders, artists, or activists, who can provide valuable insights on ethnomathematical topics and issues.

6 Change and transformation

Ethnomathematics can promote change and transformation in mathematics education and society. It can challenge and critique the dominant and hegemonic views and practices of mathematics that often marginalize or oppress other forms and expressions of mathematical knowledge and culture. It can also advocate and support the rights and interests of minority and disadvantaged groups who have been historically excluded or discriminated in mathematics education and society. Ethnomathematics can also inspire and mobilize students and teachers to become active and responsible citizens who use mathematics for social justice, sustainability, and peace.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?