In-service teachers mathematics conceptions through the lens of ethnomathematics

Abstract

The ethnomathematical perspective brings to light epistemological issues about teachers' conceptions of Mathematics. This study explores teachers' Mathematics conceptions and the evidence in their instruction framed using an ethnomathematical lens that highlights three dimensions: a practical approach that attends to the development of relations of Mathematics to reality, a social approach that proposes a view of Mathematics as a system of meanings of quantity, relationship, and space by a certain group of people, and a cultural approach that focuses on reflections from cultural groups that represent many different perspecAtives on Mathematics. Many researchers and educators recognize the significant influence of these approaches in interpreting and implementing Mathematics curricula. It influences how teachers' conceptions of mathematics affect their approach to teaching and learning mathematics. The survey adapted from Albanese and Perales and Andrews and Hatch reveals that the three approaches were given importance by the in-service Mathematics teachers of a teacher education institution in determining and developing their conceptions of Mathematics. The findings showed that the in-service teachers' conceptions of mathematics were visible from an ethnomathematical perspective. The practical approach in their instruction was highly evident but was the least important for the in-service teachers. Future research on how these conceptions play a part in the teaching-learning process is recommended. Conducting workshops and training for teachers on including an ethnomathematics approach in their instruction will help them more effectively design a lesson and reflect on the learning environment they would create in their classrooms.