Abstract
Since the mid 1980s, there has been increasing interest in understanding the nature of the relationship between mathematics and society. Some of this interest has led to the examination of different forms of mathematical practices using ethnographic methodologies (Gebre, Rogers, Street, & Openjuru, 2009; Lave, 1988; Nunes, Schliemann, & Carraher, 1993; Street, Baker, & Tomlin, 2008). Studies in this area show the cultural shaping of mathematics as social practices, and uncover the variety of forms of mathematical practices that can be found. Ethnomathematics, the study of the interactions of mathematics with cultures, has also attracted increasing interest, particularly among mathematics educators (see, for example, Ascher, 2002; D’Ambrosio, 1985; Joseph 1990; Zaslavsky 1999) interested in exploring possibilities of increasing cultural diversity and inclusion in the mathematics classroom.
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Yasukawa, K., Skovsmose, O., Skovsmose, O., Ravn, O. (2012). Shaping and Being Shaped By Mathematics. In: Skovsmose, O., Skovsmose, O., Greer, B. (eds) Opening the Cage. New Directions in Mathematics and Science Education, vol 23. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-808-7_14
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DOI: https://doi.org/10.1007/978-94-6091-808-7_14
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