The first thing that surprises me about this chapter is that we used to accept only the mathematical tradition from Europe. Contributions from colonized peoples were devalued or ignored. I never noticed this, and I did not remember that most of the mathematical contributions I learned came from Europe. I was also surprised that this bias is not only limited to math and science related subjects, but also to social geography subjects. I feel sad about this, and I'm so glad that we are now acknowledging everyone's contribution. The last thing I am interested in is the Mayan understanding and use of zero in their number system. They have a lot of surprising areas outside of mathematics. It is important to know every culture and every contribution by reading the history.
Hi Sally, nice reflection on the implications of what you read. How might you extend this to your approach or beliefs about math education?
ReplyDeleteEncourage group work and discussions. This can allow students from diverse backgrounds to share their unique perspectives and approaches to problem-solving, enriching the learning experience for everyone. Use resources and materials that showcase mathematicians from diverse backgrounds. This can inspire students by showing them that mathematical talent is not confined to any particular group.
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