在維基百科中對於民族數學（Ethnomathematics）的描述如下：『民族數學是對數學與文化之間關係的研究。它通常與“沒有書面表達的文化”相關，也可以定義為“在可識別的文化群體中實踐的數學”。它涉及從獨特的數值和數學系統到多元文化數學教育的各種思想。民族數學的目標是促進對文化的理解和對數學的理解，主要是使人們認識到兩者之間的聯繫』。事實上，數學的內涵可在文化遺產中得到體現，傳統文化（包括傳統建築、服裝飾品、食物包裝、生活用具、古老遊戲、傳統習俗、及經文結構等文化素材等等）顯示出一種直觀的數學能力，只是各民族間可能沒有以『數學』一詞來概括先人的智慧結晶。據此，民族數學的探討是從其文化所呈現出的具體事實出發，觀察整體發展過程中數學在其所屬社會文化所扮演的角色。

本課程將為學生介紹民族數學領域的一些重要概念和研究方法，並從相關文獻的研讀以及口頭、書面與海報報告的製作過程中，瞭解不同民族間相關文化的數學意涵。除了認識國內外既有的相關主題之研究外，我們並將從仿射幾何、射影幾何、微分幾何和結理論等高等數學的角度來探究數學與其傳統建築、宗教信仰、社會文化和生活環境之間的聯繫，並透過課堂講解、影音資料賞析、實際模擬體驗、專家學者線上演講、主題式小組作業等方式，讓同學對於數學在人類文明發展中所扮演的積極作用有全新的認識。。

The description of Ethnomathematics in Wikipedia is as follows: “Ethnomathematics is the study of the relationship between mathematics and culture. It is often associated with "cultures without written expression" and may also be defined as "mathematics practiced within an identifiable cultural group". It touches on ideas ranging from unique numerical and mathematical systems to multicultural mathematics education. The goal of ethnomathematics is to promote cultural understanding and mathematical understanding, primarily to make people aware of the connection between the two. In fact, the connotation of mathematics can be reflected in cultural heritage. Traditional culture (including traditional architecture, clothing and accessories, food packaging, daily utensils, ancient games, traditional customs, scripture structures and other cultural materials, etc.) shows an intuitive mathematical ability. However, various ethnic groups may not use the word "mathematics" to summarize the wisdom of their ancestors. Accordingly, the discussion of ethnomathematics starts from the specific facts presented by its culture and observes the role of mathematics in the social culture to which it belongs during the overall development process.

This course will introduce students to some important concepts and research methods in the field of ethnomathematics, and through the study of relevant literature and the production of oral, written and poster reports, they will understand the mathematical implications of related cultures among different ethnic groups. In addition to understanding existing research on related topics at home and abroad, we will explore the connection between mathematics and traditional architecture, religious beliefs, social culture and living environment from the perspective of advanced mathematics such as affine geometry, projective geometry, differential geometry and knot theory. Through classroom explanations, audio-visual material appreciation, practical simulation experiences, online lectures by experts and scholars, themed group assignments, etc., students will have a new understanding of the positive role that mathematics plays in the development of human civilization. .

1. 教師自編講義及投影片
2. 教師相關研究論文
(1).Wen-Haw Chen and Ja’faruddin (2025). Ethnomathematics Projects for Projective Geometry in
Distance Learning. Journal of Humanistic Mathematics, 15(1), 197-226.
(2).Ja’faruddin and Wen-Haw Chen (2023). Fostering Ethnomathematics in Projective Geometry: A
Hypnoteaching Framework for Effective Distance Learning. Southeast Asian Mathematics Education
Journal, 13(2) , 85-108.
(3).Ja’faruddin and Wen-Haw Chen (2023). Ethnomathematics in Wedding Traditions Numerical Analysis
of Bugis Makassar Wedding Days. Advances in Computer Science Research, Vol. 109, 145-154.
(4).Alimuddin Tampa, Andi Mulawakkan Firdaus, Ja’faruddin, Wen-Haw Chen (2023). 21st Century Skills
Learning using Lemmang Learning Resources: A Study of Ethnomathematical Bugis Makassar. Journal
of Tarbiyah and Teacher Training, 26(2), 295-310.
(5).Wen-Haw Chen and Ja’faruddin (2021). Traditional Houses and Projective Geometry: Building
Numbers and Projective Coordinates. Journal of Applied Mathematics, Volume 2021 (Article ID
9928900) pp.1-25. (Scopus).
(6).Ja’faruddin, Wen-Haw Chen and Khaerati (2021). Mathematical Knot Sematic Logic: Theory and
Example in Surah Al-Kahf. Journal of Physics: Conference Series, 1899, pp. 1-11.

1. Teachers’ own handouts and slides
2. Teacher-related research papers
(1).Wen-Haw Chen and Ja’faruddin (2025). Ethnomathematics Projects for Projective Geometry in
Distance Learning. Journal of Humanistic Mathematics, 15(1), 197-226.
(2).Ja’faruddin and Wen-Haw Chen (2023). Fostering Ethnomathematics in Projective Geometry: A
Hypnoteaching Framework for Effective Distance Learning. Southeast Asian Mathematics Education
Journal, 13(2) , 85-108.
(3).Ja’faruddin and Wen-Haw Chen (2023). Ethnomathematics in Wedding Traditions Numerical Analysis
of Bugis Makassar Wedding Days. Advances in Computer Science Research, Vol. 109, 145-154.
(4).Alimuddin Tampa, Andi Mulawakkan Firdaus, Ja’faruddin, Wen-Haw Chen (2023). 21st Century Skills
Learning using Lemmang Learning Resources: A Study of Ethnomathematical Bugis Makassar. Journal
of Tarbiyah and Teacher Training, 26(2), 295-310.
(5).Wen-Haw Chen and Ja’faruddin (2021). Traditional Houses and Projective Geometry: Building
Numbers and Projective Coordinates. Journal of Applied Mathematics, Volume 2021 (Article ID
9928900) pp.1-25. (Scopus).
(6).Ja’faruddin, Wen-Haw Chen and Khaerati (2021). Mathematical Knot Sematic Logic: Theory and
Example in Surah Al-Kahf. Journal of Physics: Conference Series, 1899, pp. 1-11.