Online Journal Entry 2: The social relevance of ethnomathematics today

EDMT 208

Mathematics, Technology and Society

Rethinking Mathematics: The social relevance of ethnomathematics today

By Edmar Oandasan

Welcome back to my blog on mathematics. In my previous post, I explored mathematics as a personal, internal experience - something that happens in the mind and helps us make sense of the world through abstraction and modelling. But after reading more on the topic, I’ve started to see mathematics differently - not just as an individual activity, but as a socio-cultural activity - something deeply rooted in culture and shared by communities. This blog then shifts the analysis of mathematics from a relatively individual experience to some kind of social experience.

This shift in perspective led me to an important question: Why is ethnomathematics relevant in our present society?

Like many people, I used to associate mathematics with formulas, equations, and symbols often tied to the English language. It felt as though understanding math required understanding that language first. But that idea began to change when I encountered how mathematics is taught in other contexts. In Indonesia, for example, students learn mathematics in their own language, using symbols and ways of thinking that are meaningful within their language. That experience made me realize something I hadn’t fully considered before: mathematics is not owned by a single language or tradition. Rather, it has always existed within different communities, shaped by their practices, needs, and ways of life even before formal schooling defined what “mathematics” should look like.

This is the essence of ethnomathematics, a concept introduced by D’Ambrosio (1985), which recognizes mathematical thinking as something embedded in culture. In the context of the Philippines, the article by Manapat (2011) further illustrates this by presenting concrete examples of mathematics already present in culture even before the colonizers arrived.

Ethnomathematics defined

Ethnomathematics is the study of how different cultures understand and use mathematical ideas in their daily lives. As explained by D’Ambrosio (1985) ethnomathematics can be understood as a fusion between history of mathematics and cultural anthropology where mathematical practices are found to be deeply embedded in cultural activities such as ¨counting, ordering, sorting, measuring and weighing, done in radically different ways than those…taught in school system.¨ This perspective challenges the idea that mathematics is culture-free and instead highlights it as a human activity shaped by context and experience.

The relevance of ethnomathematics in our present society

In today’s diverse and globalized world, ethnomathematics is especially important for several reasons.

First, ethnomathematics reminds us that mathematics exists in every culture. As discussed by D’Ambrosio, different groups around the world engage in mathematical activities such as counting, measuring, classifying, and problem-solving, but they do so in ways that reflect their own cultural contexts. This challenges the common belief that mathematics is purely universal and culture-free. Instead, it shows that there are many ways of thinking mathematically, shaped by traditions, environment, and needs. This context also makes mathematics more meaningful. When learners connect mathematical ideas to their own cultural experiences, they gain a deeper understanding of concepts rather than simply memorizing procedures. D’Ambrosio (1985) emphasizes that education should relate to learners’ real-life contexts to be truly effective.

Second, it promotes inclusivity in education. Traditional mathematics education has long been dominated by Western frameworks, often overlooking other knowledge systems found in indigenous cultures. Ethnomathematics addresses this imbalance by recognizing multiple ways of knowing and doing mathematics. For example, the article of Manapat shows how early Filipino communities used astronomy, agriculture cycles, and even patterns of growth (like compounding interest in farming) to make sense of their world (Manapat, 2011). These practices may not look like formal “school math,” but they demonstrate deep mathematical thinking. In today’s classrooms, recognizing such knowledge can make mathematics more meaningful and relatable to students.

Third, it fosters cultural appreciation and identity. By valuing diverse mathematical traditions, learners develop respect for their own heritage and that of others. This is especially important in multicultural societies like the Philippines, where education plays a key role in shaping identity and social cohesion. We need to recognize our distinct kind of ethnomathematics as it contributes to a stronger sense of identity as a nation despite our multicultural orientation.

Moreover, ethnomathematics is important in the context of history and social justice. As Schubring points out, many educational systems were shaped during colonial periods, often imposing foreign mathematical frameworks on local cultures (Schubring, 2021). Ethnomathematics helps challenge this legacy by valuing indigenous knowledge and promoting a more balanced view of intellectual contributions across cultures. This view is further discussed below as the impacts of colonization is discussed.

In essence, ethnomathematics transforms mathematics into a relevant, inclusive, and human-centered discipline.

The impact of colonization in the development of mathematics

To fully understand the importance of ethnomathematics today, we must examine the effects of colonization on knowledge systems. As we see how colonization has imposed western kind of knowledge, we will appreciate ethnomathematics if we realize that a different kind of mathematical thinking has been existing in our culture.

During colonial periods, Western models of education including Western mathematics were imposed on colonized societies. According to Schubring, this process often marginalized or replaced indigenous forms of knowledge, positioning European mathematics as superior (Schubring,2021). As a result, indigenous mathematical practices were undervalued or erased, learners became disconnected from their own cultural knowledge, and mathematics came to be seen as foreign and imposed.

These historical effects continue to influence education today. Ethnomathematics serves as a response to this legacy by reclaiming and validating the mathematical contributions of different cultures. It encourages us to question dominant narratives and recognize that knowledge is not owned by any single tradition.

The Mathematical heritage of the Philippines

The Philippines provides a rich example of ethnomathematics in practice. Before colonization, early communities in the now ¨Philippine¨ archipelago already demonstrated sophisticated mathematical thinking in everyday life. Manabat highlights how early Filipinos used patterns in nature, agricultural cycles, and practical problem-solving strategies to guide their activities (Manapat, 2011).

Some examples include the agricultural practices where the natives used seasonal cycles and environmental observation for planting and harvesting. In trade and measurement, we have systems of counting, weighing, and exchanging goods. Notable of these is the use of kaban, ganta and salop for rice measurement of volume. In craftsmanship, he mentions the existence of geometric patterns in weaving and design and in astronomy early people observed celestial bodies for timekeeping and navigation.

These practices show that mathematics was not abstract—it was functional, contextual, and deeply integrated into daily life of the early ¨Filipnos.¨ However, colonization shifted focus toward Western mathematical systems (i.e. Spanish and mostly American) often sidelining these indigenous practices. Today, ethnomathematics allows us to rediscover and appreciate this heritage, bringing it back into educational and cultural discussions.

Final thoughts: Mathematics as a cultural story

Ethnomathematics is relevant today because it broadens our understanding of mathematics, makes learning more meaningful, promotes cultural respect, and supports more inclusive and socially responsive education. It shows that mathematics is not just about numbers and formulas—it is also about people, culture, and the ways we make sense of the world.

It reflects how communities understand their world, solve problems, and pass knowledge across generations. In a rapidly globalizing yet culturally diverse society like the Philippines, recognizing these different mathematical traditions is both meaningful and necessary.

By embracing ethnomathematics, we make learning more relevant and engaging, promote inclusivity and cultural respect and challenge historical inequalities in knowledge systems. In the end, ethnomathematics helps us see mathematics not as a rigid, universal truth but as a rich, evolving story shaped by human experience.

References:

D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.

Manapat, R. (2011). Mathematical ideas in early Philippine society: Posthumous essay. Philippine Studies: Historical and Ethnographic Viewpoints, 59(3), 291–336.

Schubring, G. (2021). On processes of coloniality and decoloniality of knowledge: Notions for analysing the international history of mathematics teaching. ZDM – Mathematics Education, 53(5), 1455–1469.