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Ethnomathematics in Ethiopia: Futile or Fertile for Mathematics Education?
Abstract
The role of ethnomathematics in mathematics educations is not realized in Ethiopia. However, about 85% of the nation’s population exists in rural settings where the cultural background of students could have a contribution to make teaching effective and learning meaningful. Curriculum experts (designers and developers), and teachers appear to have little or no awareness of the subject ethnomathematics and its role in mathematics education. To address this issue, the concept ethnomathematics is described in general and it is discussed how it can be used to enrich a curriculum in a holistic manner, that is, in developing a curriculum that is not overly academic, rather that leaves room for students to explore and interpret mathematical knowledge based on their socio-cultural background.
Keywords: Cultural Roots of Mathematics; Ethnomathematics; Female Domain; History of Mathematics; Male Domain; Mathematics Education; Philosophical Perspectives.
