Abstract
A study was undertaken to investigate the implementation of an ethnomathematical unit in a mathematics classroom in the Maldives2. The research was conducted during the first four months of 2002 at two primary schools and involved teaching grade 5 students an ethnomathematical unit of work on measurement. The unit was designed in conjunction with the teachers. In this article ethnomathematical curriculum models are discussed and the approach used in the study is described. Data are presented indicating teachers’ and students’ reactions to using such a curriculum unit. The data showed that despite the very traditional education of the Maldives, the ethnomathematical approach was appreciated and understood by teachers and students.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adam, S. (2002). Ethnomathematics in the Maldivian curriculum. In M. de Monteiro (Ed.),Proceedings of the 2nd International Congress on Ethnomathematics (ICEM2), CD. Ouro Preto, Brazil: Lyrium Comunacacao Ltda.
Adam, S. (2003). Ethnomathematical ideas in the curriculum. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.),MERINO. Mathematics Education Research: Innovation, Networking, Opportunity (Proceedings of the 26th Annual Conference of the Mathematics Research Group of Australasia, Vol. 1, pp. 41–48). Sydney: Mathematics Education Research Group of Australasia Inc.
Adam, S., Alangui, W., & Barton, B. (2003). A comment on Rowlands and Carson ‘Where would formal academic mathematics stand in a curriculum informed by ethnomathematics? A critical review’.Educational Studies in Mathematics, 52(3), 327–335.
Bakalevu, S. (1998).Fijian perspectives in mathematics education. Unpublished PhD thesis, University of Waikato, Hamilton.
Barton, B. (1996).Ethnomathematics: Exploring cultural diversity in mathematics. Unpublished PhD thesis, University of Auckland.
Begg, A. J. C. (1994).Professional development of high school mathematics teachers. Unpublished PhD thesis, University of Waikato, Hamilton.
Begg, A. J. C. (2001). Ethnomathematics: Why, and what else?ZDM, 33(3), 71–74.
Bishop, A. (1988).Mathematics enculturation: A cultural perspective on mathematics education. Dordrecht, The Netherlands: Kluwer.
Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda.For the Learning of Mathematics, 14(2), 15–18.
Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more “real”?For the Learning of Mathematics, 13(2), 12–17.
Bockarie, A. (1993). Mathematics in the Mende culture: Its general implication for mathematics teaching.School, Science and Mathematics, 93(4), 208–211.
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics.For the Learning of Mathematics, 5(1), 44–48.
D’Ambrosio, U. (2001). What is Ethnomathematics, and how can it help children in schools?Teaching Children Mathematics, 7(6), 308–310.
D’Ambrosio, U. (2002). Ethnomathematics: An overview. In M. de Monteiro (Ed.),Proceedings of the Second International Congress on Ethnomathematics (ICEM2), CD. Ouro Preto, Brazil: Lyrium Comunacacao Ltda.
Ezewu, E. (1982). Towards a culture-loaded curriculum in Nigeria.Educafrica, 8, 69–78.
Gerdes, P. (1994). Reflections on ethnomathematics.For the Learning of Mathematics, 14(2), 19–22.
Lipka, J. (1994). Culturally negotiated schooling: Toward Yup’ik mathematics.Journal of American Indian Education, 33(3), 14–30.
Lipka, J. (2002). Connecting Yup’ik elders’ knowledge to school mathematics. In M. de Monteiro (Ed.), Proceedings of the 2nd International Congress onEthnomathematics (ICEM2), CD-Rom. Ouro Preto, Brazil: Lyrium Comunacacao Ltda.
Mayo, E. (1933).The human problems of an industrial civilization. New York: MacMillan.
McConaghy, C. (2002).Rethinking indigenous education — culturalism, colonialism and the politics of knowing. BFlaxton, QLD: Post Pressed.
Meaney, T. (2001). An ethnographic case study of a community-negotiated curriculum development project. Unpublished PhD thesis, The University of Auckland, Auckland.
Ministry of Education. (1992).Mathematics in the New Zealand curriculum. Wellington, New Zealand: Learning Media.
Nunes, T. (1992). Ethnomathematics and everyday cognition. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 557–573). New York: Macmillan.
QSR. (2002).NUD*IST N6 [Computer software]. Melbourne: QSR International Pty Ltd.
Vithal, R., & Skovmose, O. (1997). The end of innocence: A critique of ethnomathematics.Educational Studies in Mathematics, 34, 131–157.
Zaslavsky, C. (1991). World cultures in the mathematics class.For the Learning of Mathematics, 11(2), 32–35.
Zaslavsky, C. (1996).The multicultural mathematics classroom: Bringing in the world. Portsmouth, NH: Heinemann.
Author information
Authors and Affiliations
Additional information
An earlier version of some sections of this paper appears in the MERGA 26 Proceedings (Adam, 2003).
The Maldives is an island nation located in the Indian Ocean 275 miles Southwest of India, comprising about 1190 coral islands of which 200 are inhabited, and with a population of approximately 270,000.
Rights and permissions
About this article
Cite this article
Adam, S. Ethnomathematical ideas in the curriculum. Math Ed Res J 16, 49–68 (2004). https://doi.org/10.1007/BF03217395
Issue Date:
DOI: https://doi.org/10.1007/BF03217395