Today’s two Culturally Responsive Pedagogy (CRP) topics (social justice and ethnomathematics) resulted in some discussion around the question of: How do we share with others (colleagues and students) that mathematics is actually not value- and culture-free? What are you thoughts on (and response to) this question?
I feel like in order to share with others that mathematics is actually not value- and culture-free, we must have an understanding of that ourselves. As a future educator, I feel it is extremely important to gain an understanding of how mathematics is actually not value- and culture-free. Researching the topic of culturally responsive pedagogy is a good start in understanding the content ourselves. Next, I would likely sit down with my colleagues and have a discussion with them about their beliefs on the matter; whether or not mathematics is value- and culture-free. Then, I would show them examples from our mathematics problems that show that mathematics is, in fact, not value- and culture-free. I would also show them some examples of mathematics that is not value- and culture-free.
At this point in time, I couldn’t do that. I don’t have enough knowledge of the topic in order to teach it to others. I feel the best start is to gain an understanding of the facts and figure out how to show it to others.