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October 2002 | Volume 60 | Number 2
The World in the Classroom Pages 66-69

Issue Table of Contents | Read Article Abstract

Exploring World Cultures in Math Class

Claudia Zaslavsky

When math curriculums incorporate the study of world cultures, students learn to appreciate cultural differences and critically examine their own society.

How can you bring the world into the math class? People all over the world and in all eras of history have engaged in mathematical activities to solve the problems that they encountered in their lives. For example, they devised numbering systems, counted objects, constructed homes, and designed works of art based on mathematical principles. Perhaps they didn't give the name mathematics to these activities or attach the title mathematician to the people who invented the concepts, but the basic mathematics we practice today results from their efforts. According to the Principles and Standards for School Mathematics (2000) by the National Council of Teachers of Mathematics,

Mathematics is one of the greatest cultural and intellectual achievements of humankind, and citizens should develop an appreciation and understanding of that great achievement, including its aesthetic and even recreational aspects. (p. 4)

The students in our classrooms represent most of the cultures on the planet, and their families differ widely in geographic origin, cultural style, and social class. With a high-level mathematics curriculum, including the study of mathematics as a cultural product, the mathematical community has embarked on a program to reach all students in our global village so that they can appreciate the rich world history of mathematical achievements. At the same time, these students can take pride in their own heritage and learn to participate fully in society.

 

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Copyright © 2002 by Association for Supervision and Curriculum Development

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