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Sejahdah Douglas
Professor Seth Braver
Math 107: Final Project
December 8, 2015
Math in Society: Culture & Language Significance in Number Sense: Whats the Relevance?
The mathematical mind is striking. Our brains are wired with number sense; a special intuition
that helps us make sense of numbers and mathematics (Dehaene, p. 1). The Number Sense: How The
Mind Creates Mathematics, is a book that offers revelations of how minds are shaped by mathematics.
Dehaene, the author of The Number Sense. . delves into the inquiry of cultural relevance in the
mathematical mind. Numbers are the basis of math. As mathematical concepts progress, can the brains
number sense be stifled by rudimentary knowledge of numbers? The truth is, numbers are everywhere.
So, how could comprehending numbers be a struggle for one and success for another? Dehaene suggests
under the topic Cerebral Constraints on Cultural Evolution (p. 115) that there is a relationship between
numerical languages and the brain. Throughout history, numbers have been limited to the inventiveness
of the human brain (Dehaene, p, 115). Therefore, the evolution of numbers has had to cross barriers! Ahhah! Barriers such as the relation between mental representations of numbers in translations of oral,
written, and a significant knowledge of quantified beings: numbers.

A good teacher is an alchemist who gives a fundamentally modular human brain the semblance
of an interactive network (Dehaene, p. 139). In regards to number sense, arithmetic techniques in
schooling enhance the brain's ability to understand mathematics better. Considering the barriers in the
number evolution process, we can agree that language and culture can play a significant role in grasping
more knowledge and understanding for mathematics. Take a moment to consider what is taught in school
around the globe. Personally, every math teacher I have had has given me their personal stance on a
certain algorithmic subject. Experience and background are sure to account for the progression, stumbling

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blocks, and even declination to innate number sense. In the article, Real-World Number Sense and
Sensibility: Strategies to Promote Early Number Sense, the author mentions a key point: Given the
diverse student populations in classrooms today, have students talk about how numbers are represented in
other cultures; how different cultures may express and communicate numerical quantities (Gujarati). I
can remember in my previous math classes; there was a stigma that Asians were better at math. Many of
these Asians fluently spoke their first language, and had learned English later in life; frankly, they were
very familiar with their style of math even before they were taught by an English mathematics teacher.
When children use a variety of senses [experiences, languages, etc.] to learn about numbers, they can
learn more efficiently (Zaslavsky). This suggests that when someone has more knowledge or insight
supplementary to learning something new (in this case, mathematics), the result can be quite astonishing.
I thought this was amazing! How many students of arithmetic are aware or understand how numbers are
used and operated in different cultures? Not very many of them. I think that it is important to remember
that everyone learns differently. However, when aware of performance based on knowledge, there can be
a difference. This is why it is important to learn mathematics problems in different ways to truly
understand the essence of an example. Number sense may be innate, but this does not exempt it from
human inventiveness and strategy.

Could there be specific languages that suit math better than others? If so, does this mean we
should learn these easier languages to fully understand math? These questions have been the topic for
discussion amongst many mathematicians. Turns out, there are languages that help individuals to
understand numbers better. Shellenbarger wrote an article on this topic: The Best Language for Math.
Chinese, Japanese, Korean and Turkish use simpler number words and express math concepts more
clearly than English, making it easier for small children to learn counting and arithmetic, research
shows. This makes sense when we consider the difficult words that the English language contains. In the
book, The Number Sense. . .the author does mention that Chinese can memorize more numbers than one
can in the English language. This has to do with the fact that Chinese numbers are relatively shorter. I

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know that in math, one concept rides another. Addition states: 1+1+1+1=4. Usually, multiplication
follows the teaching of addition, and a student recognizes that addition is the base for multiplication. 1*4
(Essentially, 1 four times), results in the same number: 4. Studies show that the U.S. ranks at the bottom
of the list for mathematics achievement. Program for International Student Assessment (PISA), show U.S.
at the bottom of the chart, while Shanghai-China ranks at the top, with a strenuous lead. This speaks
volumes! Back to the question, so DOES this mean we must learn Chinese to fix the problem?! Perhaps,
the language isnt the only number sense barrier, there is. In Asian cultures, teachers are taught to take
an adequate number of time teaching students mathematical concepts. This gives time for students to truly
grasp the concepts of one step before they move on to another. The American culture is quite different.
Often students dont speak up if they do not understand. When a student does speak up, more times than
not, they are not able to grasp an idea due to set curriculum that must be done in a set time. Number sense
may be innate. However, number sense is not limited and CAN be enhanced.

Religions, race, ethnicity, gender. All these factors can have an impact on number sense. Cultural
transmission is biased by innate predispositions. Since modules process information in a domain-specific
manner, they influence how cultural information will be processed in the brain (Cruz, p. 566). The mind
processes so many different things and uses more than one part of the brain for a simple task. Could the
superstitions of numbers have an impact on number sense? Numbers can mean so many different things.
This is another barrier worth mentioning in the progression of number sense. In the church, the holy
trinity represents the Father, the Son, and the Holy Ghost. This can make a difference in the way an
individual views the number three. It can be a trigger and show relevance in that special intuition of
numbers we all have. Friday the 13th, 666, 3, etc. All these numbers can represent something. Humans
can relate language with numbers easily, and subconsciously. In a Ted
Talk: The Fractals at the Heart of African Designs, the speaker Eglash talks about the beautiful fractals
patterns in African culture. Eglash is a mathematician who studies how culture and math coincide. He
speaks of the beautiful fractal patterns with venerating tone. Do we consider where we live and our

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surroundings? Do we understand that we are surrounded by unique, mathematical fractal patterns? How
do these patterns relate to number sense? The bottom line is, we as humans have a number sense that is
affected by everything around us. This is the way we were born. Could living in a certain country have
any significance in how one saves their money? Languages are predispositions. Studies show that in
Asian cultures, money saving habits are high. Their language creates a position in their brain that they are
not even fully aware of. The past, present and future are all talked about in the same way. The English
language is the most complex. Numbers are everywhere. Culture and language are a part of the many
barriers that have come along with number sense. Afterall, some barriers may benefit number sense
significantly.

The relevance that culture and language have on number sense is great. How could
comprehending numbers be a struggle for one and success for another? It all has to do with the
mathematical brain, what we are willing to be aware of, and the many experiences afforded to us in the
lives we live every day. Numbers, like other mathematical objects, are mental constructions whose roots
are to be found in the adaption of the human brain to the regularities of the universe (Dehaene, p. 252).

Works Cited

Cruz, Helen. "How Do Cultural Numerical Concepts Build Upon an Evolved Number Sense?"
Web.15 Nov. 2015.
Dehaene, Stanislas. The Number Sense How The Mind Creates Mathematics.
Rev. and Updated ed. New York: Oxford UP, 2011. 266. Print.

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Eglash, Ron. "The Fractals at the Heart of African Designs." Ron Eglash.
Web. 9 Nov. 2015.
"Ranking Of Top Countries In Reading, Science, And Math." Ubuddriverblog. 9 Jan. 2015. Web.
22 Nov. 2015.
Shellenbarger, Sue. "The Best Language for Math." WSJ. Web. 9 Dec. 2015
Skurie, Jaclyn. "Superstitious Numbers Around the World." National Geographic. National
Geographic Society. Web. 1 Dec. 2015.