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Ethnomathematics and Modern Globalized Currriculum

Ethnomathematics and Modern Globalized Currriculum
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Author(s): Omotayo Akintunde (University of Ibadan, Nigeria), Yetunde O. Akanle (University of Ibadan, Nigeria) and Efe O. Ogbebor (University of Ibadan, Nigeria)
Copyright: 2019
Pages: 19
Source title: Globalized Curriculum Methods for Modern Mathematics Education
Source Author(s)/Editor(s): Adedeji Tella (University of Ibadan, Nigeria)
DOI: 10.4018/978-1-5225-6158-3.ch009

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Abstract

The mathematical knowledge consumed in schools can and does influence culture and communities. There is a close connection between development of culture and idea of mathematics. Cultural thinking, practices, and products are mathematically intertwined. Cultural practices show mathematical thinking and operations and culture are better communicated through them. This goes on to confirm the practical fact that mathematics can be understood in cultural game, analysis of local arts, daily work procedures, and skills. Mathematical idea as a science of logical reasoning is better presented from natural/familiar base of culture of the people or else it will not be understood ultimately. Hence, development and human progress cannot be based on it. Mathematics will be useless to humanity. Thus, students need to develop abilities, such as creativity and a sound set of research habits, as they learn the required mathematics. This study focused on ethnomathematics and modern globalized curriculum.

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