Investigations in Multicultural Mathematics:Explorations of Ethnomathematical Ideas in Indigenous and Techno-literate Societies
Location
Hamilton A
Proposal Track
Research Project
Session Format
Presentation
Abstract
In this presentation, I share findings from my research that centers on ethnomathematics with emphasis on mathematics knowledge systems across cultural contexts. Principled by multimodal approaches of cognition, I particularly focus on examining how indigenous/techno-literate groups engage in “mathematizing’” while immersed in their daily practices. These research studies extend across transnational boundaries as I investigate ethnomathematical activities in diverse geographic regions including the Middle East, North and South Africa, and the Americas. I also examine experiences of students and teachers while immersed in studying ethnomathematics in both formal and out-of-school settings. Furthermore, I explore how computer technologies are employed to generate mathematical models to describe, understand and interpret cultural artifacts.
Using the embodied cognition framework, I highlight the significant role that different modalities (i.e., bodily movement, use of cultural artifacts, drawing pictorial displays, verbal language and use of written symbols) play in understanding mathematical concepts. A second framework guiding my research program is the Activity Theory paradigm supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students’ learning. I will show how during immersion, students witness how the mind becomes an extension of the hands and tools that design and execute cultural artifacts.
Keywords
Cultural Mathematics, Ethnomathematics, Embodied Cognition, Immersion Experiences
Recommended Citation
chahine, Iman, "Investigations in Multicultural Mathematics:Explorations of Ethnomathematical Ideas in Indigenous and Techno-literate Societies" (2017). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/47
Investigations in Multicultural Mathematics:Explorations of Ethnomathematical Ideas in Indigenous and Techno-literate Societies
Hamilton A
In this presentation, I share findings from my research that centers on ethnomathematics with emphasis on mathematics knowledge systems across cultural contexts. Principled by multimodal approaches of cognition, I particularly focus on examining how indigenous/techno-literate groups engage in “mathematizing’” while immersed in their daily practices. These research studies extend across transnational boundaries as I investigate ethnomathematical activities in diverse geographic regions including the Middle East, North and South Africa, and the Americas. I also examine experiences of students and teachers while immersed in studying ethnomathematics in both formal and out-of-school settings. Furthermore, I explore how computer technologies are employed to generate mathematical models to describe, understand and interpret cultural artifacts.
Using the embodied cognition framework, I highlight the significant role that different modalities (i.e., bodily movement, use of cultural artifacts, drawing pictorial displays, verbal language and use of written symbols) play in understanding mathematical concepts. A second framework guiding my research program is the Activity Theory paradigm supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students’ learning. I will show how during immersion, students witness how the mind becomes an extension of the hands and tools that design and execute cultural artifacts.
