Ethnomathematics as a Human Right

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter considers the field of enquiry called ethnomathematics and its role within mathematics education. I elaborate on the shifted meaning of "ethnomathematics." This "enriched meaning" impacts on the philosophy of mathematics education. Currently, the concept is no longer reserved for the so-called "nonliterate" people, but also includes diverse mathematical practices even within Western classrooms. Consequently, mathematics teachers are challenged to handle people's cultural diversity occurring within every classroom setting. Ethnomathematics has clearly gained a prominent role, within Western curricula, becoming meaningful in the exploration of various aspects of mathematical literacy. I discuss this enriched meaning of ethnomathematics as an alternative, implicit philosophy of school mathematical practices.
Original languageEnglish
Title of host publicationCritical Mathematics Education: Theory, Praxis, and Reality
EditorsPaul Ernest, Bharath Sriraman, Nuala Ernest
Place of PublicationCharlotte, North Carolina, USA
PublisherInformation Age Publishing
Pages187-199
Number of pages12
ISBN (Electronic)978-1-68123-261-4
ISBN (Print)978-1-68123-259-1, 978-1-68123-260-7
Publication statusPublished - Feb 2016

Publication series

NameCognition, Equity & Society: International Perspectives.
PublisherInformation Age Publishing

Bibliographical note

P. Ernest, B. Sriraman

Keywords

  • Ethnomathematics
  • Human rights
  • Mathematics education
  • critical mathematics education

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