Cultural perspectives in math are important because they help to broaden students’ understanding and appreciation of math as a global subject, enabling them to connect math with their own cultures and contexts.

## An expanded response to your question

Cultural perspectives in math are important because they go beyond simply solving equations and formulas – they allow students to connect with the subject in meaningful ways that relate to their own cultures and experiences. When students are taught math in contexts that are relevant to them, they are more likely to become engaged with the subject and see its relevance to their lives outside of school.

Dr. Rochelle Gutiérrez, a professor of education at the University of Illinois at Urbana-Champaign, emphasizes the importance of incorporating cultural perspectives into math education:

“Culturally relevant mathematics teaching offers some powerful ways to connect mathematics content to students’ lives while maintaining the rigor of the subject. It can help students see the relevance of the mathematics they are learning while at the same time promoting an empowering perspective on mathematics.”

Here are some interesting facts about the importance of cultural perspectives in math:

- Different cultures have their own unique ways of approaching and solving math problems. By incorporating these perspectives into math education, teachers can help students understand that there are multiple ways to approach a problem.
- Many students from diverse backgrounds may not see themselves represented in traditional math curricula. Incorporating cultural perspectives can help these students feel more included and valued.
- Cultural perspectives in math can also lead to more critical thinking and problem-solving skills, as students are encouraged to think creatively and outside the box.

To illustrate the importance of understanding cultural perspectives in math, here is a table showing how different cultures have their own unique approaches to math:

Culture | Unique approach to math |
---|---|

Japanese | Emphasizes visual models and problem-solving techniques that rely on visualization |

Arabic | Developed the number system we use today, including the concept of zero |

Incan | Used a system of knots on strings as a form of record-keeping and mathematical computation |

Mayan | Developed a complex numeral system that included the concept of zero and base-20 counting |

Overall, incorporating cultural perspectives into math education is essential for helping students see the relevance and value of the subject in their lives. As Dr. Gutiérrez notes, “teaching mathematics in cultural and historical contexts can provide access to students of diverse backgrounds and foster a way of thinking that respects diversity and values mathematical identities of students.”

**See a related video**

In the video “The Importance of Perspectives,” the speaker emphasizes the significance of adopting a perspectives approach in understanding abnormality. The book covered in the video takes a multi-perspective approach that illuminates how different views, such as biological, psychological, and socio-cultural, can affect the treatment of abnormality. By covering these different perspectives, the book aims to encourage students to think critically about their own ideas and approaches to abnormality.

## Check out the other solutions I discovered

Mathematical concepts based on cultural perspectives

allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. The involvement of members of the community is an essential part of the integration of cultural components into mathematical activities.Author:Yvette d’EntremontPublish Year:2015

Language is intrinsically connected to culture. Mathematics is what it is, and different languages and cultures address it with varying levels of success. If a different language or culture has something to say about mathematics that our current systems do not, we can hope it will be recognized and incorporated into the wider mathematical corpus. As usual, understanding across languages and cultures is a dicey proposition, and this may take a while and some luck.

In the case of the article cited, the culture being discussed appears to have a base-five number system. That’s good to know, and may have consequences in understanding other aspects of the culture’s construction. Does that, by itself, enhance any of the rest of mathematics? It does not. Is there anything else we can concretely discuss here that qualifies as mathematics? Who knows? I suspect the author is in no hurry to help us out with this question.

To say that mathematics is intrinsically connected to culture is part of t…

## People are also interested

Subsequently, **Why is culture important in math?** Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. The involvement of members of the community is an essential part of the integration of cultural components into mathematical activities.

Also question is, **Why is perspective important in math?** As a response to this: Multiple perspectives create the potential for greater conceptual understanding, increase the likelihood that more students will find a way into a problem, and teach a valuable problem-solving skill.

Herein, **How does mathematics relate with culture?**

Response: In mathematics education, ethnomathematics is the study of the relationship between mathematics and culture. Often associated with "cultures without written expression", it may also be defined as "the mathematics which is practised among identifiable cultural groups".

Also, **Why cultural relevance is an important feature of a successful mathematical lesson?**

This **helps students not only remember the content displayed in their project, but it gives them a positive association of the math as it pertains to their culture**. Lastly, it provides an opportunity for students to share a part of themselves that they value with their peers.

**What is a cultural perspective in math?**

As an answer to this: Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. The involvement of members of the community is an essential part of the integration of cultural components into mathematical activities.

Just so, **How does culture affect mathematics learning?**

Response to this: Taylor has focused his work on how mathematics learning, specifically, is shaped by the **shared understandings** of one’s culture. In part, he explores the different paths that students take to comprehend mathematics and how well they express that knowledge in the classroom. “It’s very difficult to separate issues of culture and learning,” he says.

Subsequently, **How can we make mathematics more culturally responsive?**

Answer to this: One of the main ways to make mathematics more culturally responsive is by **leveraging the natural way that students learn**. Our students do not come to school as a blank slate, they have life experiences and funds of knowledge that can be an asset in the mathematics classroom.

**What are the 7 themes of culturally responsive mathematics instruction?** The answer is: Data analysis resulted in seven themes: cultural identity, instructional engagement, educator reflection, high expectations, student critical thinking, social justice and collaboration. Culturally responsive mathematics instruction capitalizes on students’ funds of knowledge — the cultural and linguistic resources they bring into the classroom.

Considering this, **Should mathematics be taught from a cultural perspective?**

To achieve this, I would encourage educators to teach mathematics from a cultural perspective so that: • Creativity is a focus in the teaching and learning of mathematics that allows students to express their culture, their worldview while learning key mathematical concepts. Also, creativity leads to innovation.

**How do students express their culture in mathematics?** that allows self-expression i.e. the students can express their ideas using their language and their way they see the world while learning key mathematical concepts. In essence, students express their culture as part of the teaching and learning of mathematics.

**What are culturally responsive Mathemat-ics teaching practices?**

For the second research question— What are culturally responsive mathemat-ics teaching practices—the data revealed several themes, but first participants recognized that culturally responsive mathematics teaching is encompassing, multidimensional (Gay, 2000), and goes beyond curricular effort.

In this regard, **Why should mathematics education be a part of Aboriginal culture?** As a response to this: • Students experience and learn to value a diversity of worldviews. • Aboriginal Culture is valued in the classroom and students develop an understanding that mathematics is part of Aboriginal culture. If we can achieve this, then we will truly see a difference in mathematics education for Aboriginal students.