Multicultural Mathematics

The Importance of Multicultural Mathematics

When you look at architecture, geography, computers, landscapes or even a sports field right triangles are not the first thing that might come to your mind but if you are looking you should be able to see right triangles all around your environment.  Right triangles and trigonometry is a lesson learned in high school Geometry that can reflect world diversity by showing a common knowledge and application through mathematics.  As a teacher I have the ability to engage the class with not only how to apply trigonometric ratios to solve for a missing side or acute angle of a right triangle but to show the rich history and world use of the math the students are going to learn.  Trigonometry was developed for use by astronomers and surveyors.  Trigonometry dates back to early Egypt and was further developed by the Greeks.  Indian mathematician’s updated trigonometry based on the sine function and Muslim astronomers compiled the findings of the Greeks and Indian’s.  In the 13^th century Germans defined the trigonometric ratios and then Isaac Newton continued the study through calculus and differential equations.

It is important to introduce students to multicultural content so they can see how the world has shaped what they are learning mathematically and how mathematics has shaped the world they live in.  Students often see mathematics, especially geometry, as definitions, formulas and problems that have no purpose.  Students may show more interest if they have some cultural connection to the material and see how application of something as simple as a right triangle is used and applied in different cultures around the world.  From the great Pyramids to the Eiffel tower students can engage in a world view application of mathematics.

Developing cultural competence in the classroom starts with me, the teacher.  Getting to know my students as individuals, their backgrounds and cultures and building my knowledge to engage my students.  Having applied problems and projects where students research and incorporate a culture(s)into the mathematics is another way to develop cultural competence in the classroom.  Knowing your school demographic, community socioeconomics, language(s) spoken and learning and growing along with your students. Students demonstrate cultural competence through their project work, problem presentation and interactions in the classroom. 

 

Reference

Honlyn Limited (2004). The History of Trigonometry. Retrieved http://www.trigonometry-help.net/history-of-trigonometry.php

Miller R. (2011). The Importance of Culturally Competent Teachers. Retrieved https://www.huffingtonpost.com/randy-miller/the-importance-of-cultura_b_787876.html