Ethnomathematics: Concept Definition and Research Perspectives

Abstract

Although the term ethnomathematics has been in use in the anthropological literature for quite sometime now, a standard definition of the construct has yet to emerge. More than one definition exists, causing confusion and inhibiting systematic research on the subject. Most definitions loosely refer to it as the study of mathematical ideas of non-literate peoples (e.g., Ascher and Ascher, 1997), thereby ignoring or underplaying its profound relationship to culture. More importantly, current definitions are restrictive and too narrow to adequately explain phenomena that rightfully fall within its realm. Providing a conceptually grounded definition is a necessary first step to galvanize the thinking and investigative activity on the subject. My aim in this thesis is to offer such a definition and to descriptively examine its relevance for theory building and research on ethnomathematics.

I start with a brief review of the current definitions of ethnomathematics, highlighting their parochial nature. I then propose an over-arching definition that derives its grounding from interaction and reciprocity-based models. My definition suggests ethnomathematics as the study of the evolution of mathematics that has shaped, and in turn shaped by, the values of groups of people. I then use this definition to historically examine how mathematics, despite its universality and constancy themes, suffers from culture-based disparities and has been influenced in its development by various social groups over time. Specifically, I examine the role of culture in the learning and use of math, gender capabilities in math, and how even racism has played a significant part in the evolution of math.