Disrupting Eurocentric Narratives: A Comparative Analysis of High School Geometry Curricula in India, Singapore, and the United States

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: International Perspectives on the Teaching and Learning of Mathematics

Abstract

In this study, we examine how curricula in Singapore and India, two Global South contexts, differ from the predominantly Eurocentric pedagogical practices seen in the US. In this mixed-methods study, using an ethic-onto-epistemological lens, we analyzed problems for their contextual features and perceived cognitive demands. Results showed that the US textbook relies heavily on practice problems at the first level of cognitive demands (i.e., memorization). It includes the fewest references to cultural or decolonial content. The Singapore text strategically layers representation of perceived cognitive demands but rarely addresses cultural context. Additionally, Indian texts challenge the dominant Eurocentric framing of mathematics in the textbooks. The study emphasizes the importance of integrating diverse mathematical traditions to foster a more inclusive educational environment.

Authors

• Kamal Chawla, University of Maine

• Christina Areizaga Barbieri, University of Delaware

• Srujana Acharya, University of Delaware