Decolonizing mathematical futures: the role of artificial intelligence in reviving and repositioning ethnomathematics in curriculum design in Africa

Resumo

This paper delves into the transformative potential of artificial intelligence in revitalizing ethnomathematics within African educational systems, positioning this intersection as a key strategy for decolonizing mathematics education. Drawing on decolonial theory, ethnomathematical research, and emerging AI applications, it develops a comprehensive framework that addresses the persistent challenges of integrating indigenous mathematical knowledge into formal curricula. The analysis reveals that AI technologies offer unprecedented capabilities for documenting endangered mathematical practices, creating semantic bridges between indigenous and formal mathematical systems, and delivering culturally responsive personalized learning experiences that honor epistemological diversity. The four-component model proposed, comprising community-centered documentation, cultural-mathematical mapping, contextual curriculum development, and reflective implementation, provides a structured yet adaptable approach for developing AI-enhanced ethnomathematical curricula that center African mathematical heritage while preparing students for global engagement. However, the paper identifies critical concerns regarding technological colonialism, data sovereignty, and the potential for the essentialization of dynamic cultural practices, which must be addressed through participatory design processes and community governance. This research contributes to both theoretical and practical dimensions of educational transformation in Africa by demonstrating how emerging technologies, when implemented through decolonial frameworks, can support epistemological pluralism in mathematics education. The findings have significant implications for educational policy, teacher preparation, and technological development across the Global South, offering a pathway toward mathematics education that validates indigenous knowledge systems while equipping students with mathematical competencies for an increasingly digital world.

Dados da obra

Tipo

Artigo

Periódico

Frontiers in Computer Science, v. 8

Editora

Frontiers Media S.A.

Ano

2026 (2026-05)

Idioma

en

Palavras-chave

African mathematics; artificial intelligence; curriculum design; decolonial education; educational technology; ethnomathematics; artificial intelligence in education; curriculum development; epistemological pluralism; data sovereignty; participatory design; culturally responsive education; Global South education

Temas

Currículo, Etnomatemática

DOI

10.3389/fcomp.2026.1855557

ISSN

2624-9898

Licença

cc-by

Acesso

Download disponível

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026