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ERIC Number: ED159299
Record Type: RIE
Publication Date: 1978-Jun-18
Pages: 27
Abstractor: N/A
Reference Count: 0
A Two-Way Street: Multiculturalism in Mathematics and Mathematics in Multiculturalism.
Ridge, H. Laurence
A usual reaction both from those teaching multiculturalism and those teaching mathematics has been that neither subject has a place with the other. With compassion and effort, both generalists and mathematics teachers can enhance multicultural and mathematical studies. Whether with a homogeneous group representing an indigenous culture, or with a multiethnic class, teachers can boost students' image of self and cultural background by relating math problems in contexts familiar to their culture. Illustrative examples from sports, dwellings, and native foods are suitable ways of employing cultural diversity in lessons. Considering brain bimodality when teaching visualization of algorithms is also relevant. Including the mathematical aspects of cultures in social studies and history can serve to develop appreciation of these cultures and of the internationally rich heritage that is mathematics. It is up to individual teachers to include and emphasize multicultural concepts and to remove the "we don't do it that way here" attitude from the classroom. (Author/KR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Congress on Education (1st, June 18, 1978)