Ethnomathematics: self-reported mathematical experiences and use of embedded mathematics by college students in a costuming and design program

Abstract

Teachers need to help students see connections between the mathematics they experience in school, the mathematics used by mathematicians, and real-world mathematics. To do this we must understand the mathematics embedded in everyday mathematics that students use – their ethnomathematical practices. We delved into the mathematics used by students enrolled in the College Conservatory of Music’s (CCM) costuming and design program for theatrical productions at a large urban university in the U.S. Interviews were audio-taped, transcribed, and analyzed in order to answer the following research questions: What experiences have costuming and design students (in CCM) had with mathematics throughout their K-16 school coursework? How do they use mathematics embedded within the process of designing and creating costumes for theater productions? Results suggest that students’ mathematical experiences in K-16 schools were unique. When designing and creating costumes, they described the use of embedded mathematics content such as measurement and proportions but rarely suggested the use of mathematical processes, such as communication, problem solving, and reasoning. Through the use of interviews teachers can learn about students’ out-of-school ethnomathematical practices and then create lessons with meaningful contexts.