MATH 605 - Ethnomathematics

MATH 605
0 units
Ethnomathematics
18 hours lecture
Grading: non graded.

Description

Ethnomathematics provides a method of quantitative reasoning and critical thinking skills in mathematics. Students will explore a spectrum of cultures and civilizations that contribute to the field of mathematics. The course will integrate identity, sense of belonging, and culturally relevant teaching with mathematical concepts. Ethnomathematics is encouraged to be taken as a non-transferable course to establish a sense-of-belonging for students in math courses.

Transferability

Identifiers & Codes

Department: Math & Engineering
School: Science, Engineering & Mathematics
Academic Level: Undergraduate
TOP Code: 170200 - Mathematics Skills
CTE Status: No
SAM Code: E - Non-Occupational
CIP Code: 27.0101 - Mathematics, General.
Credit or Noncredit: Noncredit

Class Size Max, Units, Hours

Class Size Maximum: 40
Lecture Hours: 1
Supplemental Hours: 0
Credit Units: 0
Noncredit Hours: 18
Out of Class Hours: 2
Weekly In-Class Hours: 1
Teaching Units: 1
Total Student Learning Hours: 54
Total Contact Hours: 18

Requisites & Limitations on Enrollment

Catalog Information

Grade Mode: LBCC Non-Graded Course
Are there Materials Fees for the course? No
Is the course repeatable? Yes

Student Learning Outcomes & Course Objectives

Student Learning Outcomes:
  • 1. Understand and appreciate how various cultures have historically influenced mathematical ideas, methods, and problem-solving strategies.
Course Objectives:
  1. Use various mathematical strategies to analyze, interpret, simplify, solve and evaluate problems from texts for a range of mathematical topics that recognize the complexity of quantitative reasoning.
  2. Students will broaden their fundamental skills to read, understand, interpret, analysis and evaluate real world applications of mathematics.
  3. Students will recognize and understand the rich culture of mathematics and the impact on societal issues.
  4. Students may maintain journal to reflect and brainstorm on classroom related topics.
  5. Students may be asked to present solutions in group activities, debates, group or individual presentations on problems/questions.
  6. The ability or competence to read, write, speak, and listen. 
  7. Students may be asked to submit written reflections and/or short answer analysis on assigned readings and class activities.
  8. Students may be asked to present findings individually, within a group settings, class debate and discussions.
  9. Navigate technology skills such as computer, graphing calculator, online learning management such as CANVAS, jamboards, accessing multimedia videos, etc.
  10. Student maintain a positive relationship with mathematics. Establish a sense of belonging within the community.
  11. Acceptance and respect for alternative narratives of mathematics and critical thinking skills. Avoid a fixed-mind set of mathematics.
  12. Acquire confidence in computing and solving mathematical problems.
  13. Understand a fluid understanding of ethnomathematics.
  14. Acknowledge and evaluate positive affirmations in mathematics.
  15. Students will distinguish and compare various aspects of the cultural, social, political, and economic applications related to ethnomathematics.
  16. Ability to add, subtract, multiply, divide, compute calculations on graphing calculator.
  17. Mastering fluid mathematical vocabulary such as ethnomathematics, mathematical modeling, and data analysis. 
  18. Understanding of mathematics in a cultural context.

Course Content

Course Content:

A. Ethnic and Cultural Connections 
1. Mayan mathematics
Topics: Place value, order of operations, modular arithmetic, calculator computations, simplifying expressions and critical thinking skills.
2. Analysis of Campesinos (farmworkers) 
Topics: Number and Quantity Reasoning, Interpreting Functions, and Mathematical Modeling.
6 Hours

B. Social Justice 
1. Mathematics of Social Justice: Fairness in Electoral Districting
Topics: Gerrymandering, Equal Representation, Contiguity, Compactness, Electoral Composition, Compactness with the Polsby-Popper Measure and measure the Efficiency Gap.
6 Hours

C. Euclidean Rhythm
1. Euclidean Algorithms 
Topics: Greatest Common Divisor, arithmetic, permutations, background and application to music, rhythm/beat creation, analysis of beats/rhythms, cultural relevance/examples.
6 Hours

Methods of Instruction & Active Learning

Instructional Method(s):
  • Lecture
  • Discussion
  • Technology
  • Other
Examples: This course may involve various methods of instruction and evaluation. The general structure of the class sessions will be a mix of lectures by the instructor and discussions involving the students. Students may be instructed to reflect and/or provide perspective on course content in journal or other written assignments to get feedback from instructor. Instructors may also assign students to smaller collaborative groups for some periods. These discussions will involve the exchange of student viewpoints and opinions as well as a demonstration that the students have absorbed the background information provided by the instructor. Such an exchange of knowledge, perspectives, and opinions is the basis for the instruction in the course and will allow students to exercise their thinking and reasoning skills while at the same time showing that they have understood and can apply the information provided by the instructor in lectures and class activities. Teacher may assign online activities such as kahoots, jamboards, virtual probability tools, google forms and online learning management software such as CANVAS. It is recommended for students have access to white-boards and computer laptops to engage in collaborative group-work. While the majority of course materials will involve written texts, both video and audio presentations may also be included. Music, movies, art, and other materials may be appropriate as a part of various units of the course. In addition, CDs, online discussion groups, and other Internet resources may be included to enhance student learning outside of the class sessions.

Assignment for In and Out of Class

Assignment Types:
  • Substantial college level writing assignment, such as: essay(s), written homework, term/research paper, and/or other (Required).
  • Substantial college level reading assignment, such as: textbook, journal article(s), literature, and/or other (specify)
  • Class Presentation
  • Group Assignment
  • Portfolio
Examples: Analytical and reflective writing throughout the semester may integrate readings, discussions, and lecture topics. Students may read, discuss, summarize, and analyze literary works. Students may be asked to individually or in small groups to present original perspective related to class activities, debate, definitions and/or mathematical concepts. Students may be asked to work in small or large groups to complete class activities. Students may be asked to submit revised classroom activities and/or reflections related to course.

Methods of Evaluation

Written Evaluations:
  • Written Homework
Computational or Non-Computational Problem Solving Demonstrations:
  • Exam(s)
  • Quizzes
  • Homework Problem(s)
Further Methods of Evaluation:
  • Objective examinations, such as: multiple choice, true/false, matching items, completion
  • Portfolio
Examples: Analytical and reflective writing throughout the semester should integrate reading, discussion, and lecture topics. Demonstrate critical thinking skills to analysis, evaluate or summarize course content. Students may individually or in small groups be assigned quizzes relating to course content. Students should demonstrate comprehension of mathematical skills. Objective examinations may cover reading and lecture content and students will be evaluated on their mastery of vocabulary and course content. Completion, grammatical, spelling and accuracy of revised student portfolio.

Diversity, Equity, Inclusion, Accessibilty

Mathematics and Engineering instruction includes approaches to teaching that promote inclusion and engagement with diverse bodies of students. Instructional methods welcome diverse perspectives, aim to close equity gaps, and are accessible to all students, as all fields benefit from Mathematics and Engineering instruction that values thoughts from individuals with diverse backgrounds and experiences. Teaching faculty participate in college-wide efforts to close equity gaps, such as course-level data validation in program planning, centers and communities for teaching, DEIA professional development activities, and Student Learning Outcomes assessment. Cyclical Routine Review of course objectives, outcomes, content, assignments, methods of evaluation, methods of instruction, representative textbooks and materials, and requisites allows faculty to explore how each element of the course outline illustrates inclusion and engagement with diverse student bodies. Course instruction is accessible to all students and is achieved through professional development support, and District accessibility procedures which guarantee accommodation so that all students can equally participate in learning opportunities. Design of instructional materials, including those hosted online in learning management systems, can be reviewed for accessibility through supportive systems technology that meet best practices for Accessibility and Universal Design for Learning (UDL).

Representative Textbooks and Materials

Representative Textbook:

Ethnomathematics: link between traditions and modernity. Ubiratan  D'Ambrosio. Sense Publishers. 2006. 

This textbook is commonly used at other colleges and universities that teach similar courses. The author, Ubiratan D'Ambrosio is the first in the mathematics field to present the term, ethnomathematics. The textbook provides the foundation to topics that are still current and relevant to this course even though the book was published more than 5 years ago.


Choosing to see: A framework for equity in the math classroom.  Pamela Seda and Kyndall Brown,. Dave Burgess Consulting, Inc. 2021.


Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Zaretta Hammond. 1st edition. Corwin. 2014.

This textbook is commonly used at other colleges and universities that teach similar courses. The textbook provides the foundation to topics that are still current and relevant to this course even though the book was published more than 5 years ago.

Modality