In the bibliographic resources below there are countless examples of teachers discovering ethnomath. The most powerful one for this writer has been here in California where we have large numbers of immigrant children. Children then learn a variety of different strategies for problem solving. The class then creates a book, and resource that is then placed in the library. And finally, 3.
Traditional mathematics is teacher driven and assessed.
It also requires that the teacher move away from the textbook as the curriculum to the needs of the child and community as the driving force of the curriculum. BIO Daniel C. Orey, earned a doctorate in curriculum and instruction in multicultural education from the University of New Mexico in 1988. His field research took him to Highland Maya Guatemala and the city of Puebla, Mexico. He has been a member of the faculty of the School of Education at California State University, Sacramento since that time. Mathematics Framework for California Public Schools.