Since the introduction of the term “ethnomathematics” a number of definitions have emerged (see Definitions of Ethnomathematics). The original definition of ethnomathematics describes it as “the mathematics which is practiced among identifiable cultural groups such as national-tribal societies, labor groups, children of a certain age bracket, professional classes, and so on” (D’Ambrosio, 1985 cited 1997, p. 16). Geraldo Pompeu, Jr. (1994) believes:
Ethnomathematics refers to any form of cultural knowledge
or social activity characteristic of a social and/or cultural group,
that can be recognized by other groups such as ‘Western’
anthropologists, but not necessarily by the group of origin,
as mathematical knowledge or mathematical activity.
(section entitled another definition of ethnomathematics)
Marcia Ascher’s (1991) definition focuses primarily on the mathematics of non-Western/non-European cultures.
Ubiratan D’Ambrosio captured the essence of the literature when he wrote, “ethnomathematics still has for many the connotations of a non-academic practice and of an anti-science theory [however, contributions to ethnomathematics literature] show ethnomathematics in its true dimension as an holistic and transdisciplinary view of knowledge” (Powell & Frankenstein, 1997, p. xxi).
Vithal and Skovsmose (1997) asked the question ‘where would formal academic mathematics stand in a curriculum informed by ethnomathematics?’ Ethnomathematicians believe it would be an integral part of the curriculum that facilitates students’ interests, self-esteem, motivation, cultural background, and everyday experiences. Students should see some aspect of themselves (whether cultural or otherwise) reflected in the curriculum. This will motivate students and captivate their interest and as a result, their academic performance will increase. Critics of Ethnomathematics are still not convinced, they believe its integration into mathematics classrooms will cause a decline in rigor (Greene, 2000) and that it downplays Greek contributions to mathematics (Rowlands & Carson, 2002).
Ethnomathematicians believe students have been educated to think that Europeans are the only contributors to the field of mathematics; the mathematics of indigenous peoples has been ignored. Their intention is to present a broad view of ethnomathematics, one that includes contributions of non-European cultures to mathematics. It is not to replace or downplay Greek contributions. In order to present a broad view of mathematics, ethnomathematicians continue to work on dispelling the myth that mathematics is culture-free.