Indigenous Perspectives: Grounding Mathematics Education Through Land and Ancestors

This paper explores Indigenous Maya practices, ways of sensing, from a personal perspective to provoke discussion on ways to ground mathematics education through land and ancestors. This paper is largely based on my doctoral research work (2018–2022). I adopt a sensory ethnography approach as a viable means to explore Maya Elders’ ways of knowing. Over a period of three years, I walked alongside my Elders and journeyed into a world of mysticism and mathematical wonder. These experiences evoked the questions: “What are the challenges in engaging with this form of knowing as a learner and translator? How can these experiences help us to ground Indigenous forms of mathematical knowing? What insights can we learn via our own Indigenous mathematical heritage?” I argue that an embodied and sensory approach to mathematics through the ways of our ancestors leads to a more meaningful and purposeful mathematics. In this more-than-human context, the predominant view of mathematics as a-human, a-cultural, and a-historical is blurred to reveal mathematics as human and very much grounded in our ways of yearning to make sense of the world around us.