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Explores two hypotheses about the effect of symbolic systems on psychological functions: (1) culturally elaborated systems of signs affect psychological functioning in a general way; and (2) systems of signs, when used to support skilled action, affect the organization of human activity. Reviews research that supports the second hypothesis. (LB)

Introduces a cultural perspective in the teaching of mathematics. Describes the mathematical practices of African peoples and of the indigenous peoples of the Americas in relationship with numbers and numeration, design and pattern, architecture, and games of chance and skill. (MDH)

Discusses the place of mathematics in culture as a vast body of knowledge that is an integral part of culture, not a set of skills to solve mundane problems. Presents information on a course whose aim is to develop mathematically significant relationships and an appreciation of mathematics as part of culture. Presents a 52-item bibliography and provides resources on mathematics and culture. (ASK)

Discussed is the notion of ethnomathematics as an epistemological approach to mathematics. The relationship between ethnomathematics and mathematics education is described. Suggestions regarding mathematical pedagogy are provided. (CW)

An application of critical cultural and ideological technology is reported in the field of mathematics education. A step-by-step method is set out and applied to a particular classroom problem. (CW)

Culturally based programs can help increase Native Americans' achievement in mathematics. Dice games are traditional to most tribes and are easily adapted to elementary mathematics and specific tribal customs. This article presents dice activities for primary (K-3) and intermediate (4-6) grades. (SM)

Given that mathematics is the essence of scientific and rational thinking, and that mathematics is the imprinter of both modern society and modern thought, implicit curricular proposals for both pre- and in-service mathematics teacher training are suggested for the revitalized teacher promotion of students' just and democratic behaviors. (JJK)

Ethnomathematics is a program that looks into the generation, transmission, institutionalization, and diffusion of knowledge with emphasis on the sociocultural environment. By drawing on the cultural experiences and practices of individuals and of communities, ethnomathematics allows for an easier flow of scientific ideas with children, reducing the effects of cultural blocks. (Author)

A critical curriculum promoting mathematical literacy can be effective in involving more people of color in mathematics and science fields. A program that conveys the relevance of mathematics and statistical knowledge can be politically and socially empowering. Describes how ethnomathematics challenges the Eurocentric dichotomy between practical and abstract mathematical knowledge. (AF)

Discusses the growing interest in "ethnomathematics," an effort to embrace non-European methods of math in college courses, especially in teacher education courses. Proponents claim they are teaching the same concepts as in traditional math but adding new culturally sensitive reasoning skills. Critics suggest dangers in teaching "politically correct" mathematics. (DB)

The need of Native Americans for an improved education in mathematics is discussed, with data showing they fall below the norms in enrollment, preparation, and achievement. Contributing factors are identified and possible solutions discussed. (MNS)

A review of research literature on the mathematics education of Asian-American students indicates that their achievement in mathematics has been relatively high. However, the effects of the recent wave of immigration from Asia have not been identified. (MNS)

Some basic issues which may lay the groundwork for a historical approach to teaching mathematics by developing the concept of ethnomathematics are presented. A historical review and relationships between history and pedagogy are discussed in detail. (MNS)

Research findings on the impact of language and studies with bilingual students learning mathematics are summarized. Suggestions for taking account of the influence of culture on learning, language switching, encouraging bilingualism, and supportive environments are discussed, with 13 implications presented. (MNS)

This study attempts to understand the American and Japanese cultural and ethnic differences in student's mathematics scores from the perspective of differential cognitive organization of number resulting from differences in primary-language characteristics. The relation between cognitive representation of number and mathematics achievement are investigated as well. (Author/JAZ)

Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)

Examined is the cultural impact--both actual and potential--of the computer on children's mathematical education. The ways in which the introduction of the computer does and will change the ambient space in which children learn mathematics is considered. (Author/PK)

Confronts a widespread prejudice about mathematical knowledge, that mathematics is "culture-free," by demonstrating alternative constructions of Euclidean geometrical ideas developed from the culture of Mozambique. As well as establishing the educational power of these constructions, the article illustrates the methodology of "culture conscientialization" in the context of teacher training. (Author/PK)

Suggests that mathematics curricula, which have traditionally been considered culture-free, have a role to play in fostering understanding among members of different cultures, after a period of cultural upheaval. Anthropological and educational sources are used to suggest points of relevance when a mathematical curriculum is designed for multicultural classrooms. (Author/PK)

Presents results of a series of analyses of educational situations involving cultural issues. Of particular significance are the ideas that all cultural groups generate mathematical ideas, and that "Western" mathematics may be only one mathematics among many. The values associated with Western mathematics and other issues are also discussed. (Author/PK)

This paper is concerned with the issues surrounding the mathematical education of traditionally oriented Aboriginal children. A wide-ranging review of the relevant literature is presented and discussed with a view to developing more effective educational procedures. The discussion is intended to be relevant to other culture-conflict educational situations. (Author/PK)

The aim of this article is to provide a conceptual picture of a "Mathematics and Society" curriculum. Examples of such curricula are described, along with discussion of ethnomathematics and self-generated mathematics, the social institution of mathematics, critical thinking and conscientization, and policy issues. (MNS)

Deals with the issue of visualization as it is related to the learning of mathematics in multicultural classrooms. Discusses the importance and the role of visualization in multicultural classrooms. (YP)

Describes the preparation of a bibliographic guide focusing on the research dealing with the cultural context of science and mathematics education. (DS)

Mathematical tasks calling for relational thinking were given to 60 children of Indian, Pakistani, or Bangladeshi origin who had spent their school lives in England, 60 who had arrived within the past 3 years, and 60 British children. Differences in the ability to abstract, hypothesize, and generalize were studied. (KC)

Explores aspects of math avoidance 'syndrome' among elementary and secondary students of American Indian and Alaskan Native backgrounds, emphasizing the role of linguistic factors and familiarity with traditional tribal strategies for mathematical problem solving. Available from Linguistic Association of the Southwest, Department of English, University of Houston, Houston, TX 77004. (NEC)

Discusses whether or not the teaching of mathematics in schools makes assumptions about culture. (PK)