Abstract
Language plays a central role in ethnomathematical research. It allows the researcher to interact with the knowledge holders and research participants at a level and in a context where they can express themselves in a language that they are more comfortable with. The use of indigenous languages in research empowers knowledge holders to be free, expressive and more engaging and willing to share more of their knowledge. It is essential that the researcher familiarises himself with the language of the knowledge holder to derive more benefit and gain access to forms of expressions associated with the aspect of investigation. In cases where there is no knowledge of the language, the researcher needs to explore ways in which this limitation can be reduced for the enhancement of the interaction and collection of data.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alexander, N. (2005). Language, class and power in post-apartheid South Africa. Lecture Presented at the Harold Wolpe Memorial Trust Open Dialogue. Iziko Museum, Cape Town, South Africa: University of Cape Town.
Amir, G., & Williams, J. (1994). The influence of children’s culture on their probabilistic thinking. In J. P. Ponte & J. F. Matos (Eds.), Proceedings of the 18th International Conference for the Psychology of Mathematics Education (pp. 24–31). Lisbon, Portugal: PME.
Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31(1), 201–233.
Begg, A., Bakalevu, S., Edwards, R., Koloto, A., Sharma, S. (1996). Mathematics and culture in Oceania. Paper Presented to Working Group 21. ICME 8. Sevilla, Spain: Campus Universitário de Reina Mercedes.
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
Gerdes, P. (1994). Reflections on ethnomathematics. For the Learning of Mathematics, 14(2), 19–22.
Gerdes, P. (1996). Ethnomathematics and mathematics education. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International Handbook of Mathematics Education (pp. 909–943). Dodrecht, The Netherlands: Kluwer Academic Publishers.
Fitouri, A. (1983). Working with young bilingual children. Early Child Development and Care, 10(4), 283–292.
Francois, K., & Stathopoulou, C. (2012). In-between critical mathematics education and ethnomathematics: A philosophical reflection and an empirical case of a Romany students’ group mathematics education. Journal for Critical Education Policy Studies, 10(1), 234–247.
Mellin-Olsen, S. (1985). Mathematics and culture: A seminar report. Bergen, Norway: Caspar Forlag.
Mosimege, M. (2012). Methodological challenges in doing ethnomathematical research. International Journal of African Renaissance Studies, 7(2), 59–78.
Mosimege, M. (2017). Research protocols and ethical considerations in indigenous knowledge systems. In P. Ngulube (Ed.), Handbook of research on theoretical perspectives on indigenous knowledge systems in developing countries. IGI Global: Hershey, PA.
Prins, E. D. (1995). The influence of readability of examination questions on achievement in senior secondary school mathematics: A study on verbal problems with special reference to second language readers. Unpublished Doctoral Dissertation. Stellenbosch, South Africa: University of Stellenbosch.
Stathopoulou, C., & Kalabasis, F. (2006). Language and culture in mathematics education: Reflections on observing a Romany class in a Greek school. Educational Studies in Mathematics, 64(2), 231–238.
Statistics South Africa. (2012). Census 2011. Pretoria, South Africa: STATS SA.
Wilder, R. L. (1981). Mathematics as a cultural system. Oxford, NY: Pergamon Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Mosimege, M. (2017). Listening to the Voices of the Knowledge Holders: The Role of Language in Ethnomathematical Research. In: Rosa, M., Shirley, L., Gavarrete, M., Alangui, W. (eds) Ethnomathematics and its Diverse Approaches for Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-59220-6_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-59220-6_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-59219-0
Online ISBN: 978-3-319-59220-6
eBook Packages: EducationEducation (R0)