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Author: Milton Rosa
Publisher: Springer Nature
ISBN: 3030491722
Category : Education
Languages : en
Pages : 253
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Book Description
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.
Author: Milton Rosa
Publisher: Springer Nature
ISBN: 3030491722
Category : Education
Languages : en
Pages : 253
Get Book Here
Book Description
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.
Author: Milton Rosa
Publisher: Springer
ISBN: 3319301209
Category : Education
Languages : en
Pages : 50
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Book Description
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.
Author: Milton Rosa
Publisher: Springer
ISBN: 3319592203
Category : Education
Languages : en
Pages : 360
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Book Description
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.
Author: Marcia Ascher
Publisher: CRC Press
ISBN: 9780412989414
Category : Mathematics
Languages : en
Pages : 218
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Book Description
In this truly one-of-a-kind book, Ascher introduces the mathematical ideas of people in traditional, or "small-scale", cultures often omitted from discussion of mathematics. Topics such as "Numbers: Words and Symbols", "Tracing Graphs in the Sand", "The Logic of Kin Relations", "Chance and Strategy in Games and Puzzles", and "The Organization and Modeling of Space" are traced in various cultures including the Inuit, Navajo, and Iroquois of North America; the Inca of South America; the Malekula, Warlpiri, Maori, and Caroline Islanders of Oceania, and the Tshokwe, Bushoong, and Kpelle of Africa. As Ascher explores mathematical ideas involving numbers, logic, spatial configuration, and the organization of these into systems and structures, readers gain both a broader understanding and anappreciation for the idease of other peoples.
Author: Eric Vandendriessche
Publisher: Springer Nature
ISBN: 3030974820
Category : Education
Languages : en
Pages : 293
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Book Description
The book presents a series of ethnographic studies, which illustrate issues of wider importance, such as the role of cultural traditions, concepts and learning procedures in the development of formal (or mathematical) thinking outside of the western tradition. It focuses on research at the crossroads of anthropology and ethnomathematics to document indigenous mathematical knowledge and its inclusion in specific cultural patterns. More generally, the book demonstrates the heuristic value of crossing ethnographical, anthropological and ethnomathematical approaches to highlight and analyze—or "formalize" with a pedagogical outlook—indigenous mathematical knowledge. The book is divided into three parts. The first part extensively analyzes theoretical claims using particular ethnographic data, while revealing the structural mathematical features of different ludic, graphic, or technical/procedural practices in their links to other cultural phenomena. In the second part, new empirical studies that add data and perspectives from the body of studies on indigenous knowledge systems to the ongoing discussions in mathematics education in and for diverse cultural traditions are presented. This part considers, on the one hand, the Brazilian work in this field; on the other hand, it brings ethnographic innovation from other parts of the world. The third part comprises a broad philosophical discussion of the impact of intuitive or "ontological" premises on mathematical thinking and education in the light of recent developments within so-called indigenously inspired thinking. Finally, the editors’ conclusions aim to invite the broad and diversified field of scholars in this domain of research to seek alternative approaches for understanding mathematical reasoning and the adjacent adequate educational goals and means. This book is of interest to scholars and students in anthropology, ethnomathematics, history and philosophy of science, mathematics, and mathematics education, as well as other individuals interested in these topics.
Author: Helaine Selin
Publisher: Springer Science & Business Media
ISBN: 9401143013
Category : Mathematics
Languages : en
Pages : 489
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Book Description
Mathematics Across Cultures: A History of Non-Western Mathematics consists of essays dealing with the mathematical knowledge and beliefs of cultures outside the United States and Europe. In addition to articles surveying Islamic, Chinese, Native American, Aboriginal Australian, Inca, Egyptian, and African mathematics, among others, the book includes essays on Rationality, Logic and Mathematics, and the transfer of knowledge from East to West. The essays address the connections between science and culture and relate the mathematical practices to the cultures which produced them. Each essay is well illustrated and contains an extensive bibliography. Because the geographic range is global, the book fills a gap in both the history of science and in cultural studies. It should find a place on the bookshelves of advanced undergraduate students, graduate students, and scholars, as well as in libraries serving those groups.
Author: Dirk Huylebrouck
Publisher: Springer
ISBN: 3030040372
Category : Mathematics
Languages : en
Pages : 235
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Book Description
This volume on ethnomathematics in Central Africa fills a gap in the current literature, focusing on a region rarely explored by other publications. It highlights the discovery of the Ishango rod, which was found to be the oldest mathematical tool in humanity's history, thereby shifting the origin of mathematics to the heart of Africa, and explores the different scientific hypotheses that emerged as a result. While it contains some high-level mathematics, the non-mathematical reader can easily skip these portions and enjoy the book’s survey of African history, culture, and art.
Author: Rik Pinxten
Publisher: Springer
ISBN: 3319262556
Category : Education
Languages : en
Pages : 195
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Book Description
This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education. This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil
Author: Arthur B. Powell
Publisher: SUNY Press
ISBN: 9780791433515
Category : Mathematics
Languages : en
Pages : 466
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Book Description
Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.
Author: Christer Bergsten
Publisher: IAP
ISBN: 1681230313
Category : Education
Languages : en
Pages : 238
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Book Description
The diversity of research in mathematics education has been addressed as both, a problem and a strength. When manifested through adherence to different intellectual roots and theoretical orientations, diversions constitute ‘refractions’ of mathematics education. The collection and analysis of empirical data in a study are by necessity refracted through the specific analytical lens employed, as well as the aim of the study itself. Refractions can also refer to looking at old phenomena through new lenses. The chapters in this book are refracted through philosophical, political, mathematical and personal lenses by distinguished authors in the field, addressing issues about the elusive experience of doing mathematics, purification of texts, refractions, mathematics and ethnomathematics, political messages in textbook tasks, mathematics education policy debate, the political in mathematics education research, philosophy and mathematics, meanings and representations, identity of mathematical modeling, and dilemmas in the teaching of calculus. An ancient Sanskrit adage states that Knowledge is something that grows when shared, but shrinks when hoarded. Academics engaged in the generation of new Knowledge are blessed with both the time and the freedom to engage in pursuits that allow for intellectual pleasure. As a phenomenon of the Zeitgeist many have succumbed to the increased corporatization of academic work, engaging in activities for monetary and self advancement purposes. Are there any real intellectuals left in academia, a là Adorno, Bourdieu, Chomsky, Foucault, among others? This Festschrift is dedicated to academics that don't bother with self promotion or aggrandizement of themselves or their ideas in simplistic terms.
