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Current and Future Perspectives of Ethnomathematics as a Program

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  • Open Access
  • © 2016

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Overview

Authors:
  1. Milton Rosa

    1. Centro de Educacao Aberta e a Dista, Universidade Federal de Ouro Preto, Ouro Preto, Brazil

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  2. Ubiratan D’Ambrosio

    1. Universidade Bandeirantes Anhanguer, São Paulo, Brazil

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  3. Daniel Clark Orey

    1. Universitário Morro do Cruzeiro, Universidade Federal de Ouro Preto, Ouro Preto, Brazil

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  4. Lawrence Shirley

    1. Towson University, TOWSON, USA

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  5. Wilfredo V. Alangui

    1. University of the Philippines Baguio, Baguio, Philippines

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  6. Pedro Palhares

    1. Instituto de Educação (IE), University of Minho, Braga, Portugal

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  7. Maria Elena Gavarrete

    1. Universidad Nacional de Costa Rica, Heredia, Costa Rica

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  • innovative approaches in ethnomathematics
  • teaching and learning mathematics by relating mathematical content to students’
  • sociocultural experiences
  • Integrates culturally relevant pedagogies and diverse ethnomathematics perspectives into existing teacher education programs
  • Makes school mathematics relevant to students through more culturally relevant views of mathematics
  • Broadens conceptions of the diverse nature of mathematics
  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Topical Surveys (ICME13TS)

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Table of contents (4 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction

    • Milton Rosa, Lawrence Shirley
    Pages 1-3Open Access
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  3. An Overview of the History of Ethnomathematics

    • Ubiratan D’Ambrosio
    Pages 5-10Open Access
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  4. State of the Art in Ethnomathematics

    • Milton Rosa, Daniel Clark Orey
    Pages 11-37Open Access
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  5. In Guise of Conclusion

    • Milton Rosa, Lawrence Shirley
    Pages 39-40Open Access
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  6. Back Matter

    Pages 41-45
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Keywords

About this book

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.

Authors and Affiliations

  • Centro de Educacao Aberta e a Dista, Universidade Federal de Ouro Preto, Ouro Preto, Brazil

    Milton Rosa

  • Universidade Bandeirantes Anhanguer, São Paulo, Brazil

    Ubiratan D’Ambrosio

  • Universitário Morro do Cruzeiro, Universidade Federal de Ouro Preto, Ouro Preto, Brazil

    Daniel Clark Orey

  • Towson University, TOWSON, USA

    Lawrence Shirley

  • University of the Philippines Baguio, Baguio, Philippines

    Wilfredo V. Alangui

  • Instituto de Educação (IE), University of Minho, Braga, Portugal

    Pedro Palhares

  • Universidad Nacional de Costa Rica, Heredia, Costa Rica

    Maria Elena Gavarrete

Bibliographic Information

  • Book Title: Current and Future Perspectives of Ethnomathematics as a Program

  • Authors: Milton Rosa, Ubiratan D’Ambrosio, Daniel Clark Orey, Lawrence Shirley, Wilfredo V. Alangui, Pedro Palhares, Maria Elena Gavarrete

  • Series Title: ICME-13 Topical Surveys

  • DOI: https://doi.org/10.1007/978-3-319-30120-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Softcover ISBN: 978-3-319-30119-8Published: 13 April 2016

  • eBook ISBN: 978-3-319-30120-4Published: 05 April 2016

  • Series ISSN: 2366-5947

  • Series E-ISSN: 2366-5955

  • Edition Number: 1

  • Number of Pages: VI, 45

  • Number of Illustrations: 4 illustrations in colour

  • Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education

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