Skip to main content

In Seeking a Holistic Tool for Ethnomathematics

Reflections on Using Ethnomodeling as a Pedagogical Action for Uncovering Ethnomathematical Practices

  • Chapter
Alternative Forms of Knowing (in) Mathematics

Part of the book series: New Directions in Mathematics and Science Education ((NDMS,volume 24))

  • 1113 Accesses

Abstract

Throughout history, people have explored other cultures and shared knowledge often hidden behind ideas, traditions, practices, and customs. This cultural dynamism has enriched these cultures, including Western culture. In this regard, the Greek foundations of European civilization are strongly influenced and impacted by Egyptian civilization (Powell & Frankenstein, 1997).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Ascher M, Ascher R. Ethnomathematics. History of Science. 1986;24:125–144.

    Google Scholar 

  • Banks JA. An introduction to multicultural education. Boston, MA: Allyn and Bacon; 1999.

    Google Scholar 

  • Banks JA, Banks CA. Multicultural education: Issues and perspectives. Boston, MA: Allyn and Bacon; 1993.

    Google Scholar 

  • Barton B. Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics. 1996;31:201–233.

    Article  Google Scholar 

  • Bassanezi RC. Ensino-aprendizagem com modelagem matemática [Teaching and learning with mathematical modeling]. São Paulo, SP: Editora Contexto; 2002.

    Google Scholar 

  • Bennett CI. Comprehensive multicultural education: Theory and practice. Boston, MA: Allyn and Bacon; 2003.

    Google Scholar 

  • Biembengut, M. S. (2000). Modelagem & etnomatemática: Pontos (in)comuns [Modeling & ethnomathematics: (Un)common points]. In. M. C. Domite, (Ed.). Anais do Primeiro Congresso Brasileiro de Etnomatemática - CBEm-1 (pp. 132–141). Säo Paulo, SP: FE-USP.

    Google Scholar 

  • Borba MC. Ethnomathematics and education. For the Learning of Mathematics. 1990;10(1):39–43.

    Google Scholar 

  • Code L. What can she know? Feminist theory and the construction of knowledge. New York: Cornell University Press; 1991.

    Google Scholar 

  • D'Ambrosio U. Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics. 1985;5(1):44–48.

    Google Scholar 

  • D’Ambrosio U. Etnomatemática [Ethnomathematics]. São Paulo, Brazil: Editora Ática; 1990.

    Google Scholar 

  • D’Ambrosio U. Etnomatemática: Um Programa [Ethomathematics: A program]. A Educação Matemática em Revista. 1993;1(1):5–11.

    Google Scholar 

  • D’Ambrosio, U. (1997). Foreword. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics: Challenging Eurocentrism in mathematics education (pp. xv–xxi). Albany, NY: SUNY Press.

    Google Scholar 

  • D’Ambrosio U. Introduction: Ethnomathematics and its First International Congress. ZDM. 1998;31(2):50–53.

    Article  Google Scholar 

  • D’Ambrosio U. What is ethnomathematics, and how can it help children in schools. Teaching Children Mathematics. 2001;7:308–310.

    Google Scholar 

  • D’Ambrosio U. Etnomatemática: Elo entre as tradições e a modernidade [Ethnomathematics: Link between traditions and modernity]. Säo Paulo, SP: Editora Autèntica; 2002.

    Google Scholar 

  • Eglash R, Bennett A, O’Donnell C, Jennings S, Cintorino M. Culturally situated designed tools: Ethnocomputing from field site to classroom. American Anthropologist. 2006;108:347–362.

    Article  Google Scholar 

  • Fasheh M. Mathematics, culture and authority. For the Learning of Mathematics. 1982;3(2):2–8.

    Google Scholar 

  • Flemming DM, Flemming Luz E, Collaço de Mello AC. Tendências em educação matemática [Tendencies in mathematics education]. Pallhoçã, Santa Catarina, Brazil: UNISUL; 2005.

    Google Scholar 

  • Freire, P. (1970). Pedagogia do Oprimido [Pedagogy of the Oppressed]. Rio de Janeiro, Brasil: Paz e Terra.

    Google Scholar 

  • Freire P. Pedagogy of freedom: Ethics, democracy, and civic courage. New York: Rowman and Litttlefield; 1998.

    Google Scholar 

  • García Coll C, Lamberty G, Jenkins R, McAdoo HP, Crnic K, Waskik BH, García HV. An integrative model for the study of developmental competencies in minority children. Child Development. 1996;67:1891–1914.

    Article  Google Scholar 

  • Gay G. Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press; 2000.

    Google Scholar 

  • Gilbert JK, Boulter CJ, Elmer R. Positioning models in science education and in design and technology education. In: Gilbert JK, Boulter CJ, editors. Developing Models in Science Education. Dordrecht, The Netherlands: Kluwer; 2000. p. 3–18.

    Google Scholar 

  • Gollnick DM, Chinn PC. Multicultural education in a pluralistic society. Upper Saddle River, NJ: Merrill; 2002.

    Google Scholar 

  • Joseph GG. Foundations of Eurocentrism in mathematics. In: Powell AB, Frankenstein M, editors. Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: State University of New York Press; 1997. p. 61–81.

    Google Scholar 

  • Knijnik G. Exclusão e Resistencia: Educação Matemática e Legitimidade Cultural [Exclusion and resistance: Mathematics education and cultural legitimacy]. Porto Alegre: Ed. Artes Médicas; 1996.

    Google Scholar 

  • Kuhn TS. The structure of scientific revolutions. Chicago, IL: University of Chicago Press; 1962.

    Google Scholar 

  • McCarthy C. The uses of culture: Education and the limits of ethnic affiliation. New York: Routledge; 1998.

    Google Scholar 

  • Monteiro, A. (1998). Etnomatemática: As possibilidades pedagógicas num curso de alfabetização para trabalhadores rurais [Ethnomatheamatics: Peagogical possibilities in a literacy course for rural workers]. Faculdade de Educação, UNCAMP. Unpublished doctorate dissertation. Campinas, SP.

    Google Scholar 

  • Negroponte N. Being digital. New York: Vintage Books; 1995.

    Google Scholar 

  • Orey DC. The ethnomathematics of the Sioux tipi and cone. In: Selin H, editor. Mathematics across culture: The history of non-Western mathematics. Dordrecht, The Netherlands: Kluwer; 2000. p. 239–252.

    Google Scholar 

  • Powell AB, Frankenstein M. Introduction. In: Powell AB, Frankenstein M, editors. Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: State University of New York Press; 1997. p. 1–4.

    Google Scholar 

  • Rios, D. P. (2000). Primero etnogeometria para seguir con etnomatematica. In. M. C. Domite (Ed.), Anais do Primeiro Congresso Brasileiro de Etnomatematica – CBEm-1 (pp. 367–375). Sao Paulo, SP: FE-USP.

    Google Scholar 

  • Rosa M, Orey DC. Abordagens atuais do programa etnomatematica: delinenando-se um caminho para a ação pedagogica [Current approaches in ethnomathematics as a program: Delineating a path toward pedagogical action]. BOLEMA. 2006;19(26):19–48.

    Google Scholar 

  • Rosa M, Orey DC. Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics. 2007;27(1):10–16.

    Google Scholar 

  • Rosa M, Orey DC. Ethnomathematics and cultural representations: Teaching in highly diverse contexts. Acta Scientiae. 2008;10(1):27–46.

    Google Scholar 

  • Rosa M, Orey D. Symmetrical freedom quilts: the ethnomathematics of ways of communication, liberation, and art. Revista Latinoamericana de Etnomátematica. 2009;2(2):52–55.

    Google Scholar 

  • Rosa M, Orey DC. Ethnomodeling: An ethnomathematical holistic tool. Academic Exchange Quarterly. 2010a;14:191–195.

    Google Scholar 

  • Rosa M, Orey DC. Ethnomodeling: A pedagogical action for uncovering ethnomathematical practices. Journal of Mathematical Modelling and Applications. 2010b;1(3):58–67.

    Google Scholar 

  • Zadeh LA. Coping with the imprecision of the real world. Communications of the ACM. 1984;27(4):203–311.

    Article  Google Scholar 

  • Zaslavsky C. The multicultural math classroom: Bringing in the world. Portsmouth, ME: Heinemann; 1996.

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Orey, D.C., Rosa, M. (2012). In Seeking a Holistic Tool for Ethnomathematics. In: Mukhopadhyay, S., Roth, WM. (eds) Alternative Forms of Knowing (in) Mathematics. New Directions in Mathematics and Science Education , vol 24. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-921-3_9

Download citation

Publish with us

Policies and ethics