ETHNOMATHEMATICS

"D'Ambrosio (1999) described Ethnomathematics as "a program in history and epistemology with an intrinsic pedagogical action...taking into account the cultural differences that have determined the cultural evolution of human mankind and political dimensions of mathematics." (P.150). In this respect, Ethnomathematics draws on the potential of cultures in providing tools for the reconceptualization of power, thereby reconfiguring the political, epistemological, and practical dimensions of mathematics. "D'Ambrosio (2004) contended that the role of Ethnomathematics in education is to: a) foster creativity by helping people capitalize on their potentials and invest in their strengths, and b) advance citizenship by promoting equitable rights and opportunity in society. Barton (2004) further prioritized the need for restructuring a new historiography of mathematics by humanizing the field and reclaiming its ethical and moral legacy toward preserving humanity." P. 198, "Ethnomathematics in the Classroom," by Iman Chahine, in THE BRILLIANCE OF BLACK CHILDREN IN MATHEMATICS, editors: Jacqueline Leonard and Danny B. Martin (2013)