22: Ethnomathematics and Everyday Cognition

The purpose of this chapter is to look at current research on culture and mathematics learning and to use this research in the analysis of the acquisition of mathematical concepts and skills. The chapter is divided into five parts. The first section briefly contrasts two views of cultural influences on mathematical activities. The next three sections discuss traditional issues in mathematics education: (1) counting and measuring, (2) solving arithmetic calculations, and (3) modeling and knowledge of inverse operations. These topics do not cover all types of mathematical activities. They were chosen because of their central role in elementary mathematics education, and because current work on these topics generates an interesting picture of similarities and differences in mathematical knowledge used in distinct cultural situations. The final section turns to theoretical concepts and educational implications of research on culture and mathematics.