- Humanizes mathematics lessons and topics where people all over the world have developed mathematics practices consistent with their needs and interests, specifically for practical, aesthetic and recreational purposes. Many cultures have developed counting practices consistent with their needs. Others also have made use of arts and designs that were rich in symmetry, transformations, proportions, etc. Finally, many cultures developed games and other fun activities that employ mathematics concepts such as networks, strategies, and patterns.
– Doing mathematics is a universal activity; hence, everyone does some form of mathematics. Therefore, students see that mathematics is indeed for everyone and not for a few.
Gives a holistic learning and connects to other disciplines (interdisciplinary approach), and determines the usage of mathematics in society and in other groups – Students see the application and connection of mathematics not only in other disciplines but also in the real world. When students get exposed to the use and importance of mathematics in the real world, questions like “Why are we learning this?” and “When are we ever going to use this?” are answered automatically and clearly. Also, different professions and jobs use mathematics differently and accordingly.
Corrects inaccuracies within mathematics, increases the universality of mathematics, and recognizes and acknowledges the existence of “other” mathematics – In using a multicultural approach to the teaching of mathematics, the teachers are helping to overcome the existing deep-rooted Euro-centric bias relating to the origins and practices of mathematics. For example, is it still accurate and correct to call it Horner’s Method when the Chinese have used it about four hundred years earlier? (Li and Du, 1987) Also, multicultural teaching gives a clearer picture of how mathematics is done and practiced formally in an academic setting and informally outside the classroom. For example, drawing a rectangle in an academic setting will most likely start with the sides rather than with the diagonals, a practice commonly used in some parts of Africa (Gerdes, 1999).
Gives an education in awareness of students’ background(s) – It is true that students learn from teachers; however, it likewise is true that teachers learn from their students. Hence, making use of a multicultural approach enriches both students and teachers as they understand and value each other better.
Promotes critical thinking – Due to the fact that multicultural teaching of mathematics is multi-faceted, the students think of the subject more deeply and more broadly. The thinking, learning and application of the concepts are done in multiple perspectives.