Identification of diverse knowledge systems in sociocultural contexts and their application to school curriculum, social justice and peace

Ethnomathematics has its origin in the different ways of thinking mathematically in diverse cultural groups and sometimes subgroups. There is now strong recognition around the world after 50 years of research that there are techniques, patterns, problem solving, analyses, decision-making, classifying, concepts, visualizing, and recording mentally and physically the body of thinking called mathematics that varies from one cultural group to another. In ethnomathematics, however, the links with other aspects of culture is generally strong. Nevertheless, the spread of European culture around the world from the 18th century has tended to form a specific kind of mathematics in schools and universities and other tertiary institutions. Despite often strong mathematical ways of thinking in some countries like India and China, there has been reluctance on the part of most authorities to recognize ethnomathematics. In colonized countries and where class systems have created lack of opportunity for many, there is a significant need to recognize the importance of ethnomathematics for school curricula, justice for all, and peace both within the child and within society through respect for diversity and other people.