– Lokendra Karki, 2022 A.D
Ethnomathemnatics is the study of mathematics and culture in collaborated form (Ascher & D’Ambrosio, 1994). This incident happened at 2078 B.S. I was teaching statistics, the introductory class where I was clarifying about the measures of central tendency. On that I was dealing with frequency and all of sudden while moving around the graderoom I reached to …. Bajracharya and … Dangol and I told that Bajracharya is more than Dangol ( I was talking about the no. of letters present in the surname). At the same time one student raised her hand told me Sir! Sorry to interrupt you but you are being racist. I was surprised and asked sorry for being presented in that way and clarifies her on what I am talking about, after that the grade room environment as back to normal. Later at lunch time I shared this incident to one student, he replied me that sir! Teachers comes to our grade room and talks or discuss on different things/topics then after it will be difficult for us to be in the grade room as various conflicts arises by the teachers answers basically based on the culture, traditions and lifestyle etc.
The regular activity or practice that has been continuing in society is termed as culture. The learning incorporated with culture helps in better understandings as the learnings concepts or contents are localized over here. Incorporation of culture with mathematics is known as ethnomathematics. The problems I had faced in the action of teaching and learning is a sample. There will be great conflicts in learning mathematics culturally as per the constituents of various ethnics groups, society prevails in our country. There is diversity in the culture so, while incorporating the culture in learning and teaching of mathematics there are a great obstacle. Not only these another relevant example in the measurement that stills exists in our country. In hilly regions there consists of five pawa in one kilogram where 1 pawa is equals to 200 grams and finally one kilogram consists 1000gm where as in terai region four pawa is equals to one kg where finally consists 1000gm in one kilogram. These culture brings a dilemma in learning of students. Not only these in the measurement of land in hilly region there is use of paisa, dam, anna, ropanai and for same land in terai they still use dhur, katha, bighas, acres, hectares. As due to the mixture culture present in our country there is a bit difficulties in incorporation of ethnomathematics but if the facilitators are quiet aware and pro active in preparing the lesson plan helps in following the ethnomathematics as it helps the learning to learn, understand locally which finally results in the gaining the sustainable education. And one more thing learners participation will be more , respect to the cultures that prevails in the community also the country, there will be the creation and concrete bond of humanity, respect towards others, level of brotherhood increases rapidly as the environment boost up globally and finally there will be the establishment of respecting other culture through the implementation of ethnomathematics (culturally linked up learnings).
Another my experience while using ethnomathematics in my garden room.
My grade room consists of more numbers of Newar community students. So, most often I linked up the learning with Newari culture, at that time students from Newar community feel pride in learning whereas others feel shy and replied by saying only Newari culture not others it’s offensive. Later on, I incorporated their culture too and they feel their presence in their grade room. Teachers need to be proactive and conscious while implementing culturally based pedagogy in teaching and learning. Major problems is the sense of humanity and acceptance of others presence is major issue in the promotion of ethnomathematics.
For example
The concept of cotton clothes for the Himalayan students is not so important with respect to terai students. The culture of celebrating chat in Himalayas is irrelevant with respect to terai. One society believes that burning the dead bodies after the death is good whereas culture of cutting the dead bodies in to pieces and feeding the vulture is goo at dolpo. Likewise, I have chosen the topic co-ordinates for using culturally based learning where I have discussed about the connection, wonder, investigation, constructive ideas, expression as well as reflection of the students on the topic co-ordinates followed by their assessment or evaluation using the rubrics. These entire process helps in the better learning and the evaluation of learning the concepts of co-ordinates by using the straw mats that is mostly used in terai as well as core Newar communities of Kathmandu valley.
Grade: Eight
Topic: Co-ordinates
No. of lessons: 3
Time: 3 days
Objectives:
– explore the concepts of axes along with coordinates (points)
– Synonymic words of coordinates (abscissa, ordinates)
– solving the problems related to coordinates by linking with daily activities.
Teaching and learning activities (in detail)
Connect:
Observing the straw mat locally available if not possible get the snaps
of the straw mat from any resources(photos clicked by seniors or journalists, internet, etc.)
Wonder:
Learners are requested to observe the patterns crossing over of the straw threads along with the knot formed by crossing overs of the threads.
Investigate:
– Learners are supposed to mark out the X-axis and Y-axis along with
the points. The gap between the two straw threads is considered as one unit.
– Scaffoldings of coordinates with day to day life (Linking the curtains, carpet, tiles,
iron gates designs with coordinates).
Construct:
Learners will find out the coordinates values on the basis of unit prescribed.
Express:
Learners will present the straw mat on the basis of axes and the coordinates.
Reflect:
Learners will express their exploration or searching/finding of coordinates on the basis of straw mats.(Local mats consists of intersection of rows and columns)
Assessment/evaluation (Rubrics)
| Criteria | Outstanding(4) | Excellent(3) | Good(2) | Satisfactory(1) |
| Participation | Completely involve in the presentation with active presentation | Speaks and work in the activity | Work in the activity | Only in the discussion forum |
| Content | Full presentation with common examples | Full presentation without common examples | Short descriptions | Introduction only |
| Time | More than 8 minutes up to 10 minutes. | More than 5 minutes less than 8 minutes | Less than 5 minutes More than 3 minutes | Less than 3 minutes |
Some mathematical knowledge and concepts were developed by human cultural activity, every culture has created certain mathematical practices that are appropriate to their interests and demands for daily activity also naturally, it should come as no surprise that incredibly useful ideas like numbers and counting have arisen in all societies (Pradhan,2020).
The culture of making straw mats is to reinforce the weaving skills of the old peoples mainly in Kathmandu valley and remote areas of Nepal. It’s the use of mostly jute rope and straw that has been prepared from the extraction of paddy.
References:
Pradhan, J. B. (2020). Mathematical ideas in mat weaving: Connecting ethnographic field study and classroom teaching. Educational Innovation and Practice, 4, 36-51.
Ascher, M., & D’Ambrosio, U. (1994). Ethnomathematics: A dialogue. For the learning of mathematics, 14(2), 36-43.
