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This book presents a collection of ethnomathematical studies of
diverse mathematical practices in Afro-Brazilian, indigenous, rural
and urban communities in Brazil. Ethnomathematics as a research
program aims to investigate the interrelationships of local
mathematical knowledge sources with broader universal forms of
mathematics to understand ideas, procedures, and practices found in
distinct cultural groups. Based on this approach, the studies
brought together in this volume show how this research program is
applied and practiced in a culturally diverse country such as
Brazil, where African, indigenous and European cultures have
generated different forms of mathematical practice. These studies
present ethnomathematics in action, as a tool to connect the study
of mathematics with the students' real life experiences, foster
critical thinking and develop a mathematics curriculum which
incorporates contributions from different cultural groups to enrich
mathematical knowledge. By doing so, this volume shows how
ethnomathematics can contribute in practice to the development of a
decolonial mathematics education. Ethnomathematics in Action:
Mathematical Practices in Brazilian Indigenous, Urban and Afro
Communities will be of interest to educators and educational
researchers looking for innovative approaches to develop a more
inclusive, democratic, critical, multicultural and multiethnic
mathematics education.
This book addresses numerous issues related to ethnomathematics and
diverse approaches to it in the context of mathematics education.
To help readers better understand the development of
ethnomathematics, it discusses its objectives and assumptions with
regard to promoting an ethics of respect, solidarity, and
cooperation across and for all cultures. In turn, the book
addresses a range of aspects including pedagogical action,
culturally relevant pedagogy, innovative approaches to
ethnomathematics, and the role of ethnomathematics in mathematics
education. Ethnomathematics offers educators a valuable framework
for transforming mathematics so that it can more actively
contribute to realizing the dream of a just and humane society. As
such, its primary goal is to forge mathematics into a powerful tool
to help people create a society characterized by dignity for all,
and in which iniquity, arrogance, violence, and bigotry have no
place.
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.
This book presents a collection of ethnomathematical studies of
diverse mathematical practices in Afro-Brazilian, indigenous, rural
and urban communities in Brazil. Ethnomathematics as a research
program aims to investigate the interrelationships of local
mathematical knowledge sources with broader universal forms of
mathematics to understand ideas, procedures, and practices found in
distinct cultural groups. Based on this approach, the studies
brought together in this volume show how this research program is
applied and practiced in a culturally diverse country such as
Brazil, where African, indigenous and European cultures have
generated different forms of mathematical practice. These studies
present ethnomathematics in action, as a tool to connect the study
of mathematics with the students' real life experiences, foster
critical thinking and develop a mathematics curriculum which
incorporates contributions from different cultural groups to enrich
mathematical knowledge. By doing so, this volume shows how
ethnomathematics can contribute in practice to the development of a
decolonial mathematics education. Ethnomathematics in Action:
Mathematical Practices in Brazilian Indigenous, Urban and Afro
Communities will be of interest to educators and educational
researchers looking for innovative approaches to develop a more
inclusive, democratic, critical, multicultural and multiethnic
mathematics education.
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.
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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