The role of ethnomathematics in mathematics education cases from the horn of Africa

The aim of this paper is to highlight the role that ethnomathematics may have in the mathematical curriculum in the Horn of Africa. It is also a first attempt to document some social pratices and native procedures that people living in this region use to manage their “daily mathematical problems”. Examples from the local culture, which could be used to introduce mathematical arguments in the classroom, are described. The paper finally deals with the possible ways these cultural events may be included in the mathematical syllabi, such as coining new mathematics terms in the local languages, or as preparing mathematics textbooks and classroom activities.