Evolution of a Dream:Evolution of a Dream:

The Emergence of Mayan

Ethnomathematics and Indigenous Ways

of Knowing

The Emergence of Mayan

Ethnomathematics and Indigenous Ways

of Knowing

at a Mayan Autonomous School in Chiapas, Mexico

by Dr. Faviana Hirsch-Dubin

at a Mayan Autonomous School in Chiapas, Mexico

by Dr. Faviana Hirsch-Dubin

“Estamos aqui. Todos somos viento.”

“We are here. We are the wind.” -Tzotzil Mayan saying

“Estamos aqui. Todos somos viento.”

“We are here. We are the wind.” -Tzotzil Mayan saying

Ancient Mayan World orMundo Maya

Ancient Mayan World orMundo Maya

Before the Spanish conquest, the Mayan world consisted of Southern Mexico, Guatemala, and parts of Belize, Honduras and El Salvador

Before the Spanish conquest, the Mayan world consisted of Southern Mexico, Guatemala, and parts of Belize, Honduras and El Salvador

The Context of ChiapasThe Context of Chiapas

Southernmost state in Mexico 30% indigenous 36% Tzotzil Maya-largest group 80% of indigenous live in

Highlands, Northern Zone, and Jungle

Southernmost state in Mexico 30% indigenous 36% Tzotzil Maya-largest group 80% of indigenous live in

Highlands, Northern Zone, and Jungle

Context continuedContext continued

Extreme poverty: mostly subsistence agriculture (83%); 70% malnourished

Minimum wage=43 pesos per day ($4)

40% no electricity or running water 70% have dirt floors 1 doctor for every 25,000 people

Extreme poverty: mostly subsistence agriculture (83%); 70% malnourished

Minimum wage=43 pesos per day ($4)

40% no electricity or running water 70% have dirt floors 1 doctor for every 25,000 people

YETYET Chiapas generates 54% of the country’s

hydroelectric energy 30% of Mexico’s surface water is in

Chiapas Mega-projects are underway to extract

natural resources (source: SIPAZ and CIEPAC)

Chiapas generates 54% of the country’s hydroelectric energy

30% of Mexico’s surface water is in Chiapas

Mega-projects are underway to extract natural resources

(source: SIPAZ and CIEPAC)

And Mayan Education?And Mayan Education? 40% no formal education 37% don’t speak Spanish 42% 15 and older are pre-literate Government schools teach in Spanish

and don’t include pre-conquest history Therefore, no Mayan history, language,

culture

40% no formal education 37% don’t speak Spanish 42% 15 and older are pre-literate Government schools teach in Spanish

and don’t include pre-conquest history Therefore, no Mayan history, language,

culture

Emergence of EZLNEmergence of EZLN “Basta Ya” on January 1, 1994 Rejection of NAFTA Develop autonomy in all areas,

including education Autonomy is a self-initiated and self-

defined community-based democratic process.

“Basta Ya” on January 1, 1994 Rejection of NAFTA Develop autonomy in all areas,

including education Autonomy is a self-initiated and self-

defined community-based democratic process.

Autonomous SchoolsAutonomous Schools Bilingual, Maya-centered education Honors Mayan culture, traditions and

indigenous ways of knowing Promoters (teachers) encourage a

collective, critical learning process with students.

Run by the communities

Bilingual, Maya-centered education Honors Mayan culture, traditions and

indigenous ways of knowing Promoters (teachers) encourage a

collective, critical learning process with students.

Run by the communities

Our Project: Developing Mayan ethnomathematicsOur Project: Developing

Mayan ethnomathematics Ancient Mayan mathematics hard to

access “ Every people has its roots and must

defend them. The Mayans observed the stars without great lenses and could tell all the planetary cycles. That education of ours was destroyed.”

-Adrian (3-26-02)

Ancient Mayan mathematics hard to access

“ Every people has its roots and must defend them. The Mayans observed the stars without great lenses and could tell all the planetary cycles. That education of ours was destroyed.”

-Adrian (3-26-02)

Our Project con’t.Our Project con’t.

Project guided by values and terms of indigenous leadership

Ethnomathematics in “marginalized cultures” challenges Eurocentrism (Bishop, 1988; D’Ambrosio, 1985; Gerdes, 1985; Powell & Frankenstein, 1997)

Project guided by values and terms of indigenous leadership

Ethnomathematics in “marginalized cultures” challenges Eurocentrism (Bishop, 1988; D’Ambrosio, 1985; Gerdes, 1985; Powell & Frankenstein, 1997)

2x2=2x22x2=2x2

Debate over “2x2=2x2 no matter what”

“universal” vs. Mayan ethnomathematics

Why did this matter?

Debate over “2x2=2x2 no matter what”

“universal” vs. Mayan ethnomathematics

Why did this matter?

Maya-centered mathematicsMaya-centered mathematics

Develop consciousness of Maya-centered mathematics over time (4 years)

Happens in “own rhythm & own time Explore ancient Mayan system & math

embedded in cosmology, art, rituals, agriculture, weaving, embroidery & more

Develop consciousness of Maya-centered mathematics over time (4 years)

Happens in “own rhythm & own time Explore ancient Mayan system & math

embedded in cosmology, art, rituals, agriculture, weaving, embroidery & more

Potential cultural lossPotential cultural loss

Danger of losing some cultural traditions

Changes in ancient vs. “modern” practices: Tzolkin ritual calendar, prayers before planting, respect for nature

Danger of losing some cultural traditions

Changes in ancient vs. “modern” practices: Tzolkin ritual calendar, prayers before planting, respect for nature

Agency & ethnomathematics language

Agency & ethnomathematics language

July 2003: articulated by promoters & students

One team of students said, “Mayan mathematics is the ideas of the Mayan world in which numbers were invented by necessity…this represents basic concepts of our culture.”

July 2003: articulated by promoters & students

One team of students said, “Mayan mathematics is the ideas of the Mayan world in which numbers were invented by necessity…this represents basic concepts of our culture.”

Daily practices & Mayan ethnomathematics

Daily practices & Mayan ethnomathematics

Symmetrical patterns in embroidery & weaving

Measure milpas (cornfields) Use Haab solar calendar in Tzotzil

Symmetrical patterns in embroidery & weaving

Measure milpas (cornfields) Use Haab solar calendar in Tzotzil

Conclusions Conclusions Mathematics problematized Resources & arguments provided for

Mayan view of mathematics Intercultural dialogue & indigenous

approach to knowledge construction Collaborative teaching as basis for

research Mayan ethnomathematics did emerge

Mathematics problematized Resources & arguments provided for

Mayan view of mathematics Intercultural dialogue & indigenous

approach to knowledge construction Collaborative teaching as basis for

research Mayan ethnomathematics did emerge

In the words of a student…In the words of a student…

“We are descendents of the ancient Maya. They had extraordinary knowledge and could calculate things in an advanced way. We want to follow in their footsteps because we are also Mayas.”

“We are descendents of the ancient Maya. They had extraordinary knowledge and could calculate things in an advanced way. We want to follow in their footsteps because we are also Mayas.”