Abstract
Teachers can include ethnomathematics to make culturally responsive choices that support the cultural and mathematical identity of students that will further contribute to equitable mathematics teaching and learning practices as well as student achievement. Building a shared vision of equitable mathematics achievement entails social, political, and cultural values, which means that everyone may not have the same idea in mind when talking about mathematics. From universal mathematical principles to political decisions regarding funding, and instructional and curricular decisions, mathematics achievement is discussed on many levels. Broad choices about mathematical progress are made through graduation requirements and for access to post-secondary education in workforce development or for university degrees. What mathematics looks like within those requirements is constructed by the mathematics educators and the mathematicians and scientists who explore deeply the meaning and application of mathematics. However, what mathematics really looks like has a lot to do with the types of experiences and discussions that occur between a teacher and student, in or outside of a classroom setting. Empowering current and future teachers to include ethnomathematics and culturally responsive choices can reduce the culture of math anxiety and increase the culture of achievement and mathematical literacy. The history and potential of education in Alaska provides a rich example to explore these concepts.
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Wildfeuer, S. (2022). Ethnomathematics and Cultural Identity to Promote Culturally Responsive Pedagogical Choices for Teachers in Early Childhood and Elementary Education. In: Danesi, M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-031-03945-4_1
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