![]() ![]() ![]() ![]() Below is a brief discussion of how math has been facilitated through culture, equity, and justice.īuilding on the use of culture in mathematics, educators have (1) shared the mathematics developed in various cultures (e.g., ethnomathematics) and (2) developed students’ mathematical understanding by using their cultural and social referents to center their experiences in the learning process (e.g., funds of knowledge).Įthnomathematics: In many Westernized nations such as the U.S., Western views of math and mathematics education are typically foregrounded and have become normalized as the only ways to view how math is defined, practiced, and valued. These stances are not mutually exclusive, but each serves as a general way to think about facilitating multicultural education practices in mathematics and math related content areas. (c) Efforts to leverage the skills and content of mathematics to advance justice in schools and communities. (b) An equity-orientation that facilitates access to math for all students and (a) Attention to and use of culture towards understanding the cultural contexts that shape mathematics ![]()
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