dc.creator | Hammond, Tracy | |
dc.date.accessioned | 2022-03-30T20:43:06Z | |
dc.date.available | 2022-03-30T20:43:06Z | |
dc.date.issued | 2000-12 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/195897 | |
dc.description | A thesis submitted to the Graduate Faculty in Anthropology in partial fulfillment of the requirements for the Degree of Master of Arts in Anthropology, Columbia University, New York. | en |
dc.description.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. | en |
dc.description.sponsorship | Columbia University | en |
dc.language.iso | en_US | |
dc.publisher | Graduate Faculty in Anthropology, Anthropology, Columbia University | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Ethnomathematics | en |
dc.subject | Research Subject Categories::HUMANITIES and RELIGION | en |
dc.title | Ethnomathematics: Concept Definition and Research Perspectives | en |
dc.type | Thesis | en |
local.department | Anthropology | en |