论文标题
土著数学的研究是不明显的还是有益的？
Is the study of Indigenous mathematics ill-directed or beneficial?
论文作者
论文摘要
尽管越来越多的证据表明许多土著社区实践数学，但土著社区数学不足的古老谎言一直持续存在。研究和教授土著数学知识的尝试一直受到质疑，甚至否认有效性。从2022年开始，在F-10澳大利亚学校课程中，原住民和托雷斯海峡岛民的历史和文化跨课程优先级包括与土著数学相关的内容详细研究，这些详细研究已由专家本地顾问开发和完善。我们庆祝这一倡议，但经验也告诉我们期望受教育社区的部门有一些抵制，这些部门持有独家盎格鲁 - 欧洲的数学来源。通过这篇评论文章，我们试图通过与证据进行一些公开的证据来解决土著数学的合法性和教学价值的关注，并解决一些公开的澳大利亚原住民文化数学不足的说法。
The old lie of mathematical inadequacy of Indigenous communities has been curiously persistent despite increasing evidence shows that many Indigenous communities practiced mathematics. Attempts to study and teach Indigenous mathematical knowledge have always been questioned and even denied validity. The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in the F-10 Australian schools curriculum, from 2022 onwards, includes content elaborations related to Indigenous mathematics, which have been developed and refined by expert Indigenous advisers. We celebrate this initiative, but experience also tells us to expect some resistance from sectors of the education communities who hold to an exclusively Anglo-European provenance of mathematics. Through this review article we seek to constructively forestall potential pushback and address concerns regarding the legitimacy and pedagogical value of Indigenous mathematics, by countering with evidence some published claims of mathematical inadequacies of Australian First Nations cultures.
