Interweaving the Ethnomathematical Approach into Teaching and Learning Mathematics

Abstract

Ethnomathematics cannot be the privilege of academic debates; it must leave it and strike roots as this branch pretends to be found in regard to its relative effectiveness for everyday life and people. If so, what can be more natural than to begin our ethnomathematical conversation about more earthly affairs? The discourse below is based on a wish to unfold the possibilities and channels at the meeting of the quartet of the corresponding subjects below: mathematics, curriculum, teachers and students – with Ethnomathematical Approach in practice.