My mathematics teaching practice has undergone a profound evolution to embrace ethnomathematics. At the start of the program, I felt that the mathematics curriculum I taught along with my instructional practice did not adequately address the needs of my students. Through an ethnomathematics approach, I was able to shift my focus from a procedural and conceptual understanding of mathematics towards one rooted in values, cultural contexts, and real-world applications. I recognized that all of my students possessed an inherent curiosity, mathematical intuition, and unique approach to learning and problem solving that ethnomathematics was able to support. I also focused on students’ mathematics affect by encouraging the positive development of their mathematics identities through social emotional learning and fostering a sense of belonging in the mathematics classroom.

I am currently incorporating ethnomathematics in my classroom in a variety of ways. I realized that I can take the curriculum, field trips, and activities that I have been implementing for years and through small changes, transform them into relevant, culturally responsive, and more engaging learning experiences. An example of this is a field trip to Hāmākua Marsh that fifth grade students have attended every year. Initially, the field trip was a singular experience, aimed at teaching students about science concepts like food webs and Earth’s spheres. However, as I have taken an ethnomathematics approach to teaching, I was able to transform this field trip into an integrated science and mathematics unit that included connections to culture and opportunities for real-world problem solving rooted in our home, Hawai’i. Throughout the unit, students showed engagement in their learning through posing problems, applying their subject matter knowledge, and coming up with practical solutions. Students also engaged in meaningful discourse with their peers, using academic language and clearly communicating their ideas.

In closing, I started my ethnomathematics journey as a fifth grade teacher wanting to impact the mathematics experiences of students in my classroom. I wanted to provide students with authentic and meaningful learning experiences that were centered around their cultural knowledge and values and integrated content. I saw myself being a lifetime teacher and was very comfortable in my role and grade level. However, after I have completed much of the coursework and am wrapping up my time in the ethnomathematics program, I realize my professional goals and aspirations have also undergone a transformation. I now recognize myself as a teacher leader, who can impact students beyond just those in my classroom. I feel confident in sharing my knowledge about ethnomathematics with my colleagues so they can implement a different approach to teaching and learning mathematics. As a teacher leader, I will also support a new generation of teachers through mentorship and coaching. Finally, I remain committed to being an advocate and agent for change in education, curriculum, and assessment through continuously pursuing professional development, higher education, and implementing best practice which includes ethnomathematics. Although I am at the conclusion of the program, my ethnomathematics journey is not complete but just beginning.