Trends in Mathematics

ETHNOMATHEMATICS
● the study of the relationship between mathematics and culture
● the mathematics which is practised among identifiable cultural groups
● "The mathematics which is practiced among identifiable cultural groups such as
national-tribe societies, labour groups, children of certain age brackets and
professional classes" (D’Ambrosio, 1985).
● The Western concept of mathematics with which we are all so familiar is by no
means the only one since many, if not all, ancient cultures developed some sort of
mathematical system.
● reflects a concern for the socio-cultural bases of mathematics or the kind of
mathematics that develops within a socio-cultural environment

AREAS
● Numerals and Number Systems
○ Roman numerals use a few letters of the alphabet to represent numbers up
to the thousands, but are not intended for arbitrarily large numbers and can
only represent positive integers.

○ Arabic numerals are a family of systems, originating in India and passing to

medieval Islamic civilization, then to Europe. can represent arbitrarily large
numbers and have been adapted to negative numbers, fractions, and real
numbers.

○ Less well known systems include some that are written and can be read
today, such as the ​Hebrew and Greek method of using the letters of the
alphabet, in order, for digits 1–9, tens 10–90, and hundreds 100–900.

● Naming Systems
○ English​. (1,2,3,4,5…) use of “dozens, thousands, millions.
○ German​. For example, "26" is "sechsundzwanzig", literally "six and twenty"
○ French​. Soixante-dix (literally, "sixty-ten") is used for "seventy".
○ Mesopotamia​. The base for constructing numbers was 60, with 10 used as
an intermediate base for numbers below 60.
○ West Africa​. West African languages base their number words on a
combination of 5 and 20, derived from thinking of a complete hand or a
complete set of digits comprising both fingers and toes.

THE INTERPLAY BETWEEN MATHEMATICS AND TECHNOLOGY

Technological tools include those that are both content specific and content neutral.

Content-specific
 ● include computer algebra systems; dynamic geometry environments; interactive
applets; handheld computation, data collection, and analysis devices; and
computer-based applications.
● These technologies support students in exploring and identifying mathematical
concepts and relationships.

Content-neutral
● include communication and collaboration tools and Web-based digital media
● these technologies increase students' access to information, ideas, and interactions
that can support and enhance sense making, which is central to the process of taking
ownership of knowledge

Findings from a number of studies have shown that the strategic use of technological tools
can support both the learning of mathematical procedures and skills as well as the
development of advanced mathematical proficiencies, such as problem solving, reasoning,
and justifying

AIDS IN MATHEMATICAL LEARNING

● Computers - used to show virtual models of mathematics like at the Mathematics
Virtual Library, to create graphs more easily by using Excel, and to practice math
skills on websites like A+ Math and Mathquarium

● Graphing Calculators - a calculator device that has the ability to display plotted
graphs for complex equations such as parabolas and other plotted results
- more sophisticated than basic calculators in processing multiple equations
and performing more complex types of calculations

● Interactive Smart Boards - the bridge between the computer and the old-fashioned
chalkboard or whiteboard
- use digital pens to write on the boards and then save the writing on their
computers, so that no matter what lesson you teach, if you use the board, you
have a record of it connected to the classroom computer so that all programs
on the computer are available on the board

● Overhead Projectors - allows teachers and students to write normally and then to
have the image projected onto a screen so that all students may see it easily

● Televisions and DVD Players - can be used to watch mathematically-based shows

like Cyberchase

● Various Apps - a wide range of educational mobile apps to help with one’s
mathematical understanding

ISSUES OF TECHNOLOGY IN MATHEMATICS

● Access to technology is not sufficient since not all schools have access to
mathematical tools and programs.
● Not all teachers are knowledgeable in incorporating technology into teaching
mathematics.