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Ethnomathematics Through research on topics pertaining to the running of effective and productive mathematics classrooms, I found there to be three main foundations
Child Development, 64(1), 36-56. Powell, A.B., & Frankenstein, M. (Eds.). (1997). Ethnomathematics: Challenging Eurocentrism in Mathematics. New York: SUNYPRESS.
Submitted by bowling9779 on June 22, 2008
Category: Social Issues
Words: 2187 | Pages: 9
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Through research on topics pertaining to the running of effective and productive mathematics classrooms, I found there to be three main foundations of them. One is a foundation based on motivation within the classroom and how the students react to it. Another one is the role of the teacher as a reflective facilitator rather than a fact-giver. Finally, I found that using an ethno mathematical approach reaches out to more students. In order to produce a structured, yet “free”, classroom the teacher has to be reflective in their practices using motivation and cultural themes.
Motivation in a classroom comes from external and internal systems. All children start school with an eagerness to learn and an internal “want” to know the how’s and why’s of everything. This eagerness is an example of intrinsic motivation. Along the way, they do not lose that eagerness but rather it gets discouraged by attitudes of their teachers. In order to keep fostering that intrinsic motivation, teachers need to realize that students want to take pride in their own work. (Bowman) “…students want to take pride in both their individual accomplishments an din the achievements of their classmates…” (p2, Bowman) Students who do not lose that motivation will seek what is rewarding rather than what is to be rewarded. Using intrinsic rewards will invite students to develop deeper awareness of their work and how it ties into the larger picture of school. The external type of motivation often, if not presented right, will yield a negative outcome on the student’s motivation. The students may come to depend on getting something for everything they do. They may also figure out what the bare minimum is to be rewarded and not learn to push beyond the level of the bar. “Those rewards, however, can ultimately limit the students’ ability to unleash their aspirations and excel at what is meaningful to them individually or collectively.” (p2, Bowman)...
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