An Exploration of Ethnomathematics: Measurement and Geometry in Practices, and Educational Implications in Tigray, Ethiopia

Abstract

Ethiopia is home to many historical and cultural sites. Tigray, located in Northern Ethiopia,is rich for such sites. As a region identified for its long years of history of civilization, it is endowed with many historical places, traditional customs, churches and monasteries that contribute a lot to way of life of the society. Despite its embodiments of diverse artifacts, the use and alignments of these to educational undertakings is obliterated. Ethnomathematics as a discipline, though reported to have been in place since 1970s, it was after D’Ambrosio’s work in 1985 that it started to flourish. In the last few years there have been few research papers published in this area. Ethiopia, as one of the most ethnically, culturally and linguistically diversified countries in the world, it has great potential for the development of ethnomathematics studies. Every culture, traditions and practices in the world use and develop mathematical ideas, ways, and techniques in dealing with the realities of life. Since cultural diversity is suitable ground for studying ethnographic research, this study explores the mathematical contents embedded in one of the cultures and traditional practices in Ethiopia, particularly in Tigray region. It focuses on traditional ways of measuring (length, width, height, weight, area, volume and surface area), exploring the mathematical knowledge embedded in some cultural heritages, cultural dresses, embroideries, and ways of expressing different mathematical contents embedded in construction sites and their educational implications. This research ultimately contributes to the investigation of mathematical concepts in connection with geometric representations and mathematical interpretations. This study applied an ethnographic research approach, which involves an exploratory qualitative study. This approach was selected because it uncovers and obtains comprehensive, broad, and in-depth information about practices which involve mathematical content, which are practiced or had been practiced among people in the study area for so many years. For this study, both primary and secondary data were used. Personal observation, structured and unstructured interviews, and questionnaires were the main methods used to gather data. Ethnographic notes during field observations and documentation (photos, audio recordings and videos) were used. This research area involves exploring and situating in a real-life context enriched with different measuring instruments, cultural dressings, designs, artifacts, cultural materials, exploring mathematical principles used by construction workers and implications for teaching in class rooms. This research relies on pragmatic research paradigm. The findings reveal various forms of ethnomathematics manifesting within traditional dressmaking, illustrating the significance of geometry and transformation in these dresses. Those various forms of ethnomathematics found embedded in the decorations of traditional dresses are like geometric figures and geometric transformations (translations, reflections and rotations with different angles). Another result obtained is people measuring grains, land, area of specific regions, time, capacity, weight and constructing, designing of traditional houses through their own indigenous knowledge. In addition to these, construction workers employ sophisticated methods to calculate areas, such space under a staircase as a triangular region linked to arithmetic sequences. They efficiently use their own formula for finding areas, volumes, and estimates using intuitive techniques. Although many of them might not have had any chance of formal education, the workers demonstrate advanced practical mathematical knowledge, showcasing innovative mathematization strategies to address real-world challenges. The integration of mathematical thinking in building and its wider implications for ethnomathematics and education are highlighted in this dissertation. The results highlight the significance of identifying and maintaining these customs and advance our understanding of the relationship between cultural practices and mathematical knowledge. This study uncovered sophisticated mathematical knowledge embedded within Tigrayan culture: novel sequences in utensils, indigenous formulae for construction measurements, and geometric patterns in dress decorations. Conversion factors were established to bridge local and modern measurements. Teachers confirmed that students learn mathematics easier and clearer when ethnomathematical tools are used. Key recommendations include documenting and preserving indigenous practices, expanding related research, and integrating this knowledge into curricula with trained teachers. Schools should also engage local artisans and elders to demonstrate techniques, offering authentic learning experiences that validate community knowledge.