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Ethnomathematics and Philosophy

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Towards Equity in Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Any concept of ethnomathematics must eventually meet philosophical debates about the nature of mathematics. In particular neo-realist positions are anathema to the idea that mathematics is culturally based, but even modern quasi-empiricist philosophies are challenged by the fundamental relativity implied in ethnomathematical writing.

A new way of interpreting mathematical history which may allow for a truly relativist mathematics is described, and some evidence is presented to support this view. The kind of studies which would arise from this perspective on mathematics are outlined.

A presentation to the First International Conference on Ethnomathematics, University of Granada, Spain, September 2–5, 1998.

This chapter is a reprint of an article published in ZDM—The International Journal on Mathematics Education (1999) 31(2). DOI 10.1007/s11858-999-0009-7.

ZDM-Classification: E20.

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Authors and Affiliations

  1. Dept. of Mathematics, The University of Auckland, Auckland, New Zealand

    Bill Barton

Authors
  1. Bill Barton
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Correspondence to Bill Barton .

Editor information

Editors and Affiliations

  1. Fac. Education, Monash University, Wellington Road, Clayton, 3800, Victoria, Australia

    Helen Forgasz

  2. Dept. Mathematics, San Jose State University, Washington Square 1, San Jose, 95192, California, USA

    Ferdinand Rivera

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Barton, B. (2012). Ethnomathematics and Philosophy. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_20

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