The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course

Abstract

During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the “Western” tradition typically centered in college math curricula. Analysis of student survey responses and students’ reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students’ appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.