The Role of Ethno Mathematics within Mathematics Education

Every country has its own culture. There is a different culture between Indonesia and Malaysia, also between Indonesia and Japan. There’s also different culture between one province and another province in Indonesia. It is because Indonesia is a country with thousands of islands spanning out from the West (Aceh, Sumatra) to the East (Merauke, Irian Jaya). It is located between two oceans, the Pacific and Indian, and two continents, Asia and Australia. The population would be about 350 million residents. In fact by 2011, the population had grown to 375 million. Those different cultures we usually called as ethnology.

Mathematics learning process is also different between one country and another country. It depends on the culture of the country. For example, in Europe we can use mathematics problem based on four seasons. But we can’t do this in Indonesia, since Indonesia only has two seasons. This difference usually called as ethno mathematics. Ethno mathematics consists of the culture of mathematics, mathematical culture, the uncultured of mathematics, and also the context of mathematics.

In mathematics education, ethno mathematics is the study of the relationship between mathematics and culture (D'Ambrosio, 1999, 146). Often associated with "cultures without written expression" (D'Ambrosio, 1997, may paraphrases Ascher 1986), it may also be defined as "'the mathematics which is practiced among identifiable cultural groups'" (Powell and Frankenstein, 1997 quoting D'Ambrosio). It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. The goal of ethno mathematics is to contribute both to the understanding of culture and the understanding of mathematics, and mainly to lead to an appreciation of the connections between the two. ⁽¹⁾

Ethnomathematics becomes the philosophy of mathematics education in which mathematical literacy is a basic right of all students. The teaching process tries to reach all pupils and tries to involve them in the learning process of mathematics, irrespective of their cultural diversity.  This ethical-theoretical foundation of project equity in education is based, assumes that equality is measured at the end of the line.

There are two aspects of ethnomathematics in education that highlighted. First there is the curriculum content. Often this is the first step when implementing ethnomathematics. In addition to mathematics that can be found in the traditional curriculum, there is now additional space to be introduced to the practices of more exotic or traditional math. Powell & Frankenstein in Karen François (2010) also emphasized the aspect in their definition of curriculum enrichment through ethnomathematics. Emphasize more math practice offers the opportunity to gain a better perception in the practice of mathematics itself and the role and place in society (D'Ambrosio 2007a). It also offers the opportunity to critically reflect on the philosophy and practice of mathematics itself. In language teaching it goes without saying that it's better to learn more than one language. This expanded view of the world and offers a better adaptation to relate with others in a global world. Knowledge of several languages ​​is no doubt that in addition to the advantages and expand knowledge of the mother tongue. This comparison can even be extended to mathematics education in which knowledge of the mathematical practices of the cultural context and over time some of evident benefit. The second aspect of ethnomathematics is didactics, the way that learning is set. Two aspects clearly have a basis of mutual benefit. An interactive approach results in well defined by the content of learning by active participation in the learning process. This aspect is emphasized by the researchers are investigating the integration of so-called traditional groups in an academic context. ⁽²⁾

With the idea of ​​extended ethnomathematics as cultural diversity and education with an emphasis on math and everyday practice of mathematics dealing with the student, practice ethnomathematical now closer to the social environment of students and unlinked from the original place (exotic). Both theory and practice of ethnomathematics has opened our mind. Immediately answer questions about what exactly can be useful for highly educated regions - with their outstanding results in international comparative investigation - on ethnomathematics as originally developed, as critical theory and emancipation, and as a movement that aims to provide all students equal opportunity.

From all of the explanations above, we can conclude that in this world there is much different ethnomathematics. As a teacher we can choose which culture that will we use in teaching mathematics that is compatible with the culture in our environment and society.