Welcome
Hello everyone,
I am going to be looking at the connection between Aboriginal and Torres Straight Islander students in Eastern Adelaide schools and how the current ethnomathematical theories and discourse relate to the standards of which we teach mathematics in school. To begin with though lets disect the terminology of Ethnomathematics.
Ethnomathematics can be defined as, 'The relationship between culture and mathematics'.
Etho:"all of the ingredients that make up the cultural identity of a group: language, codes, values, jargon, beliefs, food and dress, habits, and physical traits."
Mathematics: "broad view of mathematics which includes ci hering, arithmetic, classifying, ordering, inferring, and modeling"
(d'Ambrosio 2001).
When I intially heard the term ethnomathematics it made me feel for some reason as thoughn I was bordering on a politically incorrect terminology for teaching students who were not born in Australia. After doing some quick reading and looking at the definition and the construction of the word it has become clear that it is just another way to describe the merging of culture and math. After reading the article 'What is ethnomathematics, and how can it help children in schools?', d'Ambrosio (2001) discusses the need for such terminology and that although unfamilair to many teachers, the ever growing diversity of the classrooms, especially those in the Eastern suburbs of Adelaide, need to understand that differnt cultural backgrounds effect the ways in which students learn mathematics.
(d'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools?. Teaching children mathematics, 7(6), 308.)
http://etnomatematica.org/articulos/Ambrosio1.pdf
I am going to be looking at the connection between Aboriginal and Torres Straight Islander students in Eastern Adelaide schools and how the current ethnomathematical theories and discourse relate to the standards of which we teach mathematics in school. To begin with though lets disect the terminology of Ethnomathematics.
Ethnomathematics can be defined as, 'The relationship between culture and mathematics'.
Etho:"all of the ingredients that make up the cultural identity of a group: language, codes, values, jargon, beliefs, food and dress, habits, and physical traits."
Mathematics: "broad view of mathematics which includes ci hering, arithmetic, classifying, ordering, inferring, and modeling"
(d'Ambrosio 2001).
When I intially heard the term ethnomathematics it made me feel for some reason as thoughn I was bordering on a politically incorrect terminology for teaching students who were not born in Australia. After doing some quick reading and looking at the definition and the construction of the word it has become clear that it is just another way to describe the merging of culture and math. After reading the article 'What is ethnomathematics, and how can it help children in schools?', d'Ambrosio (2001) discusses the need for such terminology and that although unfamilair to many teachers, the ever growing diversity of the classrooms, especially those in the Eastern suburbs of Adelaide, need to understand that differnt cultural backgrounds effect the ways in which students learn mathematics.
(d'Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools?. Teaching children mathematics, 7(6), 308.)
http://etnomatematica.org/articulos/Ambrosio1.pdf
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ReplyDeleteHi Eddie,
ReplyDeleteI had not come across the term either but am finding it interesting exploring the different ways in which mathematics is applied in different cultures. I had never really considered numeracy as having a cultural influence, being that it is used in such logical, practical and structural constructs. I found it interesting to note that it wasn't until around 1975 in Australia before this really became common knowledge. Happy blogging!
Beth (s271615)
Great topic choice. It is a very good merge. What areas do the eastern suburbs cover? and what are the socio-economics levels within these areas? Also - if you happen to know are the indigenous populations within the schools high in these areas? Just a few things I would love to know.
ReplyDeleteAgain - this is a terminology I have never heard of before the 'ethno ... ' so it has been great reading what you have been explaining!
Cheers
Chloe Grantham
s246546
Hi Eddie!
ReplyDeleteGreat topic! I have also chosen the same topic, so it is interesting to read other views and ideas. I have based my blogs around indigenous Australians in the Kimberley region of Western Australia. Do you have any other readings on socio-economic levels in the specific area you are talking bout? I love how you have broken down the term and provided a meaning for each section. I look forward to reading your other blogs!
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Emma-Lee Foy
Hey guys, I have done some research into the questions you have asked. I will attach the following data. I was unable to find the exact number of ATSI students but I know there are less than 5%.
ReplyDeleteSchool sector: Government
School type: Primary school
Gender: Co-Ed
Total student: 479 (boy:243, girl:236)
Total staff: 29
Student attendance:
95%
None-english student:
31%
ICSEA value:
1157, ranks No.24
ICSEA distribution:
Bottom quarter Middle quarters Top quarter
17% 32% 49%
As expected the stats represent that of an upper middle class suburb. I feel it is of even more importance to recognize ethnomathimatics when ATSI students are such a minority and can often go unheard. Also there is an extremely large portion of non-english speaking students from over seas who bring there own ethno differences to the classroom which create a very diverse field of prior knowledge.
Australian curriculum and assessment reporting authority, A.C.A.R.A. (2018). Index of Community Socio-Educational Advantage. Retrieved 27 May, 2018, from http://house.speakingsame.com/school.php?id=2278