This book is about the unique, sophisticated, and rigorous study of
mathematics in Latin America developed over centuries of cultural
exchange between Europe, North, and South America. More
specifically, the book explores the tradition of mathematical
modelling, introduced a century ago. This modelling was adapted to
assist members of distinct communities to draw information about
their own realities through the elaboration of representations,
which generate mathematical knowledge that deals with creativity
and invention. The book provides empirical evidence that a category
of mathematical modelling developed in Latin America assesses the
horizontal and reciprocal relations between mathematics
(school/non-school contexts) and the real world. These relations
provide an epistemological and ontological change, where
mathematical knowledge of the others is recognized on a horizontal
plane. Further, they oblige mathematics teachers and students to
understand as a community of knowledge that builds their own
mathematical categories of their environment governed by the
reciprocal relationships between academic knowledge and functional
knowledge. The dimensions of the relationships make up a frame of
reference that guides educational change in mathematics. The book
presents an inquiry-based approach of three Latin American
modelling programs: ethnomodelling, transversality of knowledge,
and reasoned decision-making. Each one, with its respective
theoretical and methodological foundations related to
ethnomathematics and mathematical modelling, socioepistemology, and
the attribution of meaning to learning. Undoubtedly, the three
mathematical modelling programs, independently, provide educational
gains, each with its levels of specificity and loyal to its
philosophical, theoretical, and methodological principles. However,
the book places them together, organized by axes, to define a
corpus of mathematical knowledge that envisions profound
educational change through the development of different approaches
of mathematical modelling. The authors of the 18 chapters in this
book, who represent the diversity of Latin America, are from eight
countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba,
Ecuador, Honduras, and Mexico. They were invited to share their
ideas, perspectives, and discuss investigations that represent a
rich sample of three Latin American perspectives on mathematical
modelling.
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