Bio-Mathematical Equity: Making Student Learning a Natural Continuum of Biospheric Mathematics

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Abstract

Globally, the field of mathematics education is dominated by a human-centric paradigm positioning humans as the only mathematizing entities in the biosphere. Such perspectives prioritize historically-emphasized human mathematical capacities—such as symbolization, number (true counting), linearized problem-solving, rigor/proof, and fetish adherence to near-absolute precision—over other legitimate forms of successful mathematizing demonstrated by non-human biospheric entities over deep time. This anthropocentric mathematical focus limits students’ pedagogical opportunities in substantial ways. This paper uses recent findings in the scientific literature to suggest improvements to students’ mathematical learning beyond current anthropocentric limitations. More specifically, the biosphere has been mathematizing since time immemorial, and learning about, honoring, and incorporating these other natural forms of mathematizing can richly benefit students’ mathematical experiences.

Author

• Thomas E. Ricks, Louisiana State University