Abstract
Mathematics is a symbol of rationality and the highest intellectual achievements of human civilization. Mathematics has always been seen as abstract and formal knowledge. However, in the last few decades, the idea has emerged that mathematics is a knowledge that develops in human cultural activities. The concept of mathematics in culture is widely known as ethnomathematics. This paper aims to briefly describe the history, criticism, and challenges of ethnomathematics, the thoughts of ethnomathematics experts, and their influence in learning mathematics today. The development of ethnomathematics gave rise to a field of study covering aspects of anthropology and the history of mathematics, non-formal mathematics practice, traditional mathematics, and multicultural learning. Various research results indicate that ethnomathematics contributes to improving school mathematics. Although culture has an important role in learning mathematics, to integrate it requires comprehensive efforts to overcome various obstacles. Teachers need to improve competencies related to understanding local culture to maximize the transformation of ethnomathematics learning in the classroom.
Highlights
The development of mathematics as a compulsory subject throughout the world is a sign that mastery of its concepts is the most important means of achieving the advancement of civilization
Starting a discussion related to history is not easy, because of the limited resources to describe the beginnings of ethnomathematics and the concern that the references used are not representative
Various streams in ethnomathematics are very likely to be influenced by the visions, methods, and perspectives used to present mathematical concepts in various cultures
Summary
The development of mathematics as a compulsory subject throughout the world is a sign that mastery of its concepts is the most important means of achieving the advancement of civilization. History notes that the occurrence of colonialization in various parts of the world had an impact on the domination of Western (Eurocentric) culture. This condition for some experts cannot be separated from the mathematics brought by Europeans to their colonies using the Eurocentric way of thinking and ignoring the knowledge of indigenous peoples (Francois & Kerkhove, 2010). Mathematics, on the other hand, is the knowledge that is shared by all cultures but in different forms This difference is seen in formalism, terminology, and philosophy which shows the existence of different mathematics known to Europeans.
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