Authors:
- innovative approaches in ethnomathematics
- teaching and learning mathematics by relating mathematical content to students’
- sociocultural experiences
- Integrates culturally relevant pedagogies and diverse ethnomathematics perspectives into existing teacher education programs
- Makes school mathematics relevant to students through more culturally relevant views of mathematics
- Broadens conceptions of the diverse nature of mathematics
- Includes supplementary material: sn.pub/extras
Part of the book series: ICME-13 Topical Surveys (ICME13TS)
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Table of contents (4 chapters)
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Front Matter
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Back Matter
About this book
This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education.
Keywords
- Culturally Relevant Pedagogy
- Curricular Implications
- Ethnomathematics
- Ethnomodelling
- Ethnocomputing
- History of Ethnomathematics
- Innovative Approaches
- Mathematics Education
- Pedagogical Approaches
- Polysemic Interactions
- Six Dimensions of Ethnomathematics
- Social Justice
- Social Turn
- Teacher Education
- Trivium Curriculum for Mathematics
- learning and instruction
Authors and Affiliations
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Centro de Educacao Aberta e a Dista, Universidade Federal de Ouro Preto, Ouro Preto, Brazil
Milton Rosa
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Universidade Bandeirantes Anhanguer, São Paulo, Brazil
Ubiratan D’Ambrosio
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Universitário Morro do Cruzeiro, Universidade Federal de Ouro Preto, Ouro Preto, Brazil
Daniel Clark Orey
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Towson University, TOWSON, USA
Lawrence Shirley
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University of the Philippines Baguio, Baguio, Philippines
Wilfredo V. Alangui
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Instituto de Educação (IE), University of Minho, Braga, Portugal
Pedro Palhares
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Universidad Nacional de Costa Rica, Heredia, Costa Rica
Maria Elena Gavarrete
Bibliographic Information
Book Title: Current and Future Perspectives of Ethnomathematics as a Program
Authors: Milton Rosa, Ubiratan D’Ambrosio, Daniel Clark Orey, Lawrence Shirley, Wilfredo V. Alangui, Pedro Palhares, Maria Elena Gavarrete
Series Title: ICME-13 Topical Surveys
DOI: https://doi.org/10.1007/978-3-319-30120-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016
Softcover ISBN: 978-3-319-30119-8Published: 13 April 2016
eBook ISBN: 978-3-319-30120-4Published: 05 April 2016
Series ISSN: 2366-5947
Series E-ISSN: 2366-5955
Edition Number: 1
Number of Pages: VI, 45
Number of Illustrations: 4 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education