Ethnomathematics
Study of mathematics and culture, often in non-literate societies.
Ethnomathematics explores how mathematics and culture intersect, often focusing on communities without written traditions. It can also be understood as the mathematics practiced within specific cultural groups. The field covers a wide range of ideas, from unique number systems and mathematical methods to approaches for teaching math in a multicultural way. Its main aim is to deepen understanding of both culture and mathematics, and especially to highlight the connections between them.
The term "ethnomathematics" was first used in 1977 by Brazilian scholar Ubiratan D'Ambrosio at a presentation for the American Association for the Advancement of Science. Since then, its exact meaning has been debated. Over the years, various definitions have been proposed. Some describe it as the mathematics found among groups like tribes, labor groups, children of certain ages, or professional classes. Others see it as the math implicit in everyday practices, or as the study of mathematical ideas in non-literate societies. It has also been called the codification that helps a cultural group describe, manage, and understand reality, or simply a cultural product shaped by human activities. Some focus on the mathematical ideas of traditional peoples, while others define it as any cultural knowledge or social activity that outsiders might recognize as mathematical, even if the group itself does not. Additional definitions include the mathematics of cultural practice, the investigation of mathematical concepts in subordinated social groups, and D'Ambrosio's own view: modes, styles, and techniques of explaining and coping with the natural and cultural environment within distinct cultural systems. A key distinction is made between ethnomathematics and general mathematical modeling of culture: for example, modeling a drop of water from a watering can does not mean the gardener knows that math, but estimating seed increases for a larger garden plot does qualify. In India, N.C. Ghosh included ethnomathematics under the category of folk mathematics.
One major area of study is numerals and naming systems. Well-known systems include Roman numerals, which use letters for numbers up to the thousands but only represent positive integers, and Arabic numerals, which originated in India, passed through medieval Islam and Europe, and now allow representation of arbitrarily large numbers, negat
- field
- Mathematics education
- known_for
- Study of the relationship between mathematics and culture
- key_contributor
- Ubiratan D'Ambrosio
- year_term_introduced
- 1977
Lore & Background
The term 'ethnomathematics' was introduced by Brazilian educator and mathematician Ubiratan D'Ambrosio in 1977 during a presentation for the American Association for the Advancement of Science. Since D'Ambrosio put forth the term, there has been debate as to its precise definition. A sampling of definitions proposed between 1985 and 2006 includes: 'The mathematics which is practiced among identifiable cultural groups such as national-tribe societies, labour groups, children of certain age brackets and professional classes'; 'The mathematics implicit in each practice'; 'The study of mathematical ideas of a non-literate culture'; and 'The codification which allows a cultural group to describe, manage and understand reality'.
Reader's Guide
Ethnomathematics addresses Eurocentrism by countering the common belief that most worthwhile mathematics known and used today was developed in the Western world. It stresses that the history of mathematics has been oversimplified, and seeks to explore the emergence of mathematics from various ages and civilizations throughout human history. Ethnomathematicians are interested in the ways in which numeration systems grew up, as well as their similarities and differences and the reasons for them. The great variety in ways of representing numbers is especially intriguing. Examples include Roman numerals, Arabic numerals, Hebrew and Greek alphabetic numerals, the quipu, and finger counting systems such as the Yuki people's octal (base-8) system. The area also examines number-word formation in languages such as English, German, French, Welsh, Chinese, and West African languages, as well as ancient Mesopotamian base-60 counting.
Did You Know?
- The term 'ethnomathematics' was introduced by Brazilian educator and mathematician Ubiratan D'Ambrosio in 1977.
- Ethnomathematics is often associated with 'cultures without written expression'.
- The Yuki people of Northern California used an octal (base-8) counting system based on the four spaces between their fingers.
- Definitions of ethnomathematics proposed between 1985 and 2006 include 'the mathematics which is practiced among identifiable cultural groups' and 'the study of mathematical ideas of a non-literate culture'.
Frequently Asked Questions
What is Ethnomathematics?
Ethnomathematics is a branch of mathematics education that examines how mathematical thinking and practices arise within specific cultural communities, especially those without written traditions. It treats the math a culture develops as a meaningful reflection of that culture's worldview.
Who coined the term Ethnomathematics and when?
Brazilian scholar Ubiratan D'Ambrosio first used the word in a 1977 presentation, and he is widely credited as the founding figure of the field. His work set the stage for decades of research linking math and culture.
What kinds of topics does Ethnomathematics cover?
The field spans culturally specific number systems, indigenous problem-solving techniques, and multicultural approaches to teaching mathematics. Its central aim is to make the deep connections between a community's culture and its mathematical reasoning visible.
Why is Ethnomathematics considered important?
It pushes back against the idea that mathematics is a single, culture-free discipline by showing that every community builds its own mathematical knowledge. This reshapes how educators and scholars think about both mathematical understanding and cultural identity.
How does Ethnomathematics differ from standard mathematics?
Instead of focusing on abstract, universal formulas, it centers on the mathematical practices embedded in particular cultural traditions, often in non-literate societies. It reframes mathematics as something people do within a cultural context rather than a detached set of symbols.
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