Abstract / Synopsis
This article examines the first author's personal experiences as a mathematics educator studying ethnomathematics and indigenous knowledge systems (IKS) through immersion in indigenous cultures. In describing these encounters, we highlight the importance and impact of cultural immersion experiences on educators' perspectives regarding the nature of mathematical knowledge. We argue that cultural immersion not only builds a well-rounded individual, but also provides educators with the necessary tools to maintain relevance in the diverse and constantly evolving landscape that is the classroom. Insights gained from this study have direct implications in our teaching practices as they remind us to be mindful of the fact that children from diverse backgrounds have different modes of thinking, possess diverse perceptual abilities, and spend differential efforts on tasks depending on personal criteria which they deem useful.
DOI
10.5642/jhummath.201302.04
Rights Information
© Kori L.H. Maxwell and Iman C. Chahine
Recommended Citation
Kori L. Maxwell & Iman C. Chahine, "Cultural Immersion and Mathematics Teacher Education: Explorations in Morocco and South Africa," Journal of Humanistic Mathematics, Volume 3 Issue 2 (July 2013), pages 62-75. DOI: 10.5642/jhummath.201302.04. Available at: https://scholarship.claremont.edu/jhm/vol3/iss2/4
Terms of Use & License Information
This work is licensed under a Creative Commons Attribution 3.0 License.
