This article describes some experiences in my work close to the forest indigenous people of Brazil and these descriptions are possible because ethnomathematics's theory is based in Paulo Freire's ...method and anthropology. Gathered at an indigenous people's meeting point, I gave some classes on mathematics teacher pre-service education to a group of 19 people with 13 different languages. I began the didactic work with drawings and observed different drawings associated with people of different languages. This article shows representational differences in the algorithm of division. The representations, combined with idiom, myth, and affect, combine to illustrate cultural influences in mathematical education. This demonstrates the need for teachers in classrooms to be aware of people of different languages and cultures. Teachers need to be sensitive and respectful of linguistic and cultural difference, and to demonstrate solidarity, cooperation, and respect towards different students. A new posture in mathematical teaching is implied.
This article offers suggestions for achieving the internationalization of university mathematics-related curricular offerings. It presents learning objectives and related student outcomes, raises ...general issues related to internationalization, and then discusses how to incorporate the objectives and address these issues within the university mathematics curriculum. Specific recommendations include developing a new course, Cultural Aspects of Mathematics, to be team taught by the Departments of Mathematics and Sociology/Anthropology; creating a new Mathematical Modeling course within the mathematics major that includes solving problems from an international perspective; revising the existing Math History course to include more non-Western content; devoting approximately one quarter of the Mathematics Capstone Course to an examination of international and cultural issues; and working to increase the number of mathematics majors who take advantage of study abroad opportunities.
Graph-related practices are central to scientific endeavors, and graphing has long been hailed as one of the core "general process skills" that set scientists apart. We use two case studies from a ...large study among scientists to exemplify our findings that graphing is not a context-independent skill. Rather, scientists' competencies with respect to graph interpretation are highly contextual and are a function of their familiarity with the phenomena to which the graph pertains. If graphing practices are not general but are tied to embodied understandings and familiarity with representation practices, then there are implications for teaching graphing in school mathematics and science settings.
This chapter describes a study adopting the findings from an investigation of the cognitive processing and knowledge requirements of individuals taking the Graduate Record Examination Quantitative ...(GRE-Q) Test. The study investigates subgroup differences such as major field of study, gender, and racial-ethnic backgrounds of students taking the test. (KHR)
This article seeks to contribute with a philosophical perspective to discussions of theoretical issues that are emerging as bases for academic output of ethnomathematical knowledge. To this end, the ...topic of culture is reflected on from the perspective of two overlapping aspects:
identity formation
and
behavioral determinism
.
Symbol
and
image
are proposed as useful factors for overcoming the evolutionary stance that has for decades permeated discussions of theory and culture derived from scholarly roots. The
deconstruction of meanings
,
dialog
and
interpretation
are the other topics that arise from the philosophical thinking that is affected by the principles of ethnomathematics. The discussions sparked by this article seek to draw on contemporary parameters to interrelate the aforementioned topics, while also encouraging critical reflection on the activities of researchers of mathematical education and especially of ethnomathematics, in the context of fieldwork undertaken in different cultures and societies.
El presente artículo tiene por objetivo identificar las nociones geométricas presentes en el diseño y elaboración del güilile (un artefacto de uso extendido) en una comunidad ñuu savi. Este artefacto ...funciona como herramienta de trabajo y de acuerdo con los pobladores tee savi (mixtecos) ayuda a optimizar el trabajo. La investigación se fundamenta en la etnomatemática; en particular se centra en las prácticas de medir, diseñar y explicar. Es cualitativa y emplea el método etnográfico para estudiar la unidad social (comunidad ñuu savi) y se apoya de entrevistas semiestructuradas (videograbadas) a tres informantes clave para colectar los datos. Por otra parte, en la explicación de los resultados es descriptiva e interpretativa. Los resultados indican que en el diseño y elaboración del güilile los pobladores de la comunidad ñuu savi emplean diversas nociones geométricas como: circunferencia, parábola, intersección de rectas, rectas paralelas y paraboloide de revolución. A partir de estos resultados se discuten algunas implicaciones para la enseñanza en el escrito.
Culturally Situated Design Tools (CSDTs) are web-based software applications that allow students to create simulations of cultural arts: Native American beadwork, African American cornrow hairstyles, ...urban graffiti, and so forth; using these underlying mathematical principles. CSDTs are the rationale of creating a set of culturally designed games utilizes gaming as a teaching tool to attract and instruct students with familiar methods and environments. The focus of this study is on Ron Eglash and others research on the indigenous design of various cultures using computer game simulations to teach math and computer science in the classroom sector. This study will review the development and evaluation of CSDTs, and discuss how various activities attempt to navigate through the potential dangers and rewards of this potent hybrid of information technology (CSDTs), traditional culture and individual creativity.
Cultural horizons for mathematics Owens, Kay; Paraides, Patricia; Jannok Nutti, Ylva ...
Mathematics education research journal,
06/2011, Volume:
23, Issue:
2
Journal Article
Peer reviewed
As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A ...forum with the local Dubbo, New South Wales community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This article reports on the sharing that developed between the local Dubbo community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an eco-cultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children. Author abstract
El debate de este artículo se sitúa en el campo curricular, y se establece a partir de la comprensión de que los saberes matemáticos se movilizan en diversas prácticas sociales, y poseen ...familiaridades con lo que llamamos matemática en el contexto escolar.
Así, afirmamos que incluir diversos procedimientos y prácticas en el contexto escolar como proponen muchas de las investigaciones en el campo de la etnomatemática ,puede dar a los sujetos profesores y alumnos la posibilidad de romper con una visión universalista del saber, desestabilizando algunas de las relaciones de poder que organizan socialmente tanto saberes como prácticas, haciendo posible, de ese modo, una dinámica de circularidad de saberes en el espacio escolar.
This article deals with a debate within the curricular field, and arises from the understanding of mathematical knowledges as moving among diverse social practices and being somehow linked to what we call mathematics in the school. Thus, we
maintain that including various procedures and practices in the classroom as proposed by a great amount of research in the field of ethnomathematics may provide the subjects teachers and students with the possibility of escaping from
a universalist vision of knowledge, thus questioning some of the power relations that socially arrange both knowledge and practices, making thus possible a dynamic circulation of knowledge in the classroom.
Le débat de cet article est situé dans le domaine du programme scolaire et on l établi à partir de la compréhension que les savoirs mathématiques sont mobilisés dans diverses pratiques sociales et ils possèdent des familiarités avec ce que nous appelons mathématiques dans le contexte scolaire. Ainsi, on affirme qu inclure divers procédures et pratiques dans le contexte scolaire - comme beaucoup de recherches les proposent dans le domaine de l ethno mathématique - peut donner aux sujets
(professeurs et étudiants) la possibilité de briser une vision universaliste du savoir, en déstabilisant quelques rapports de pouvoir qui organisent socialement tant de savoirs que des pratiques, en rendant possible une dynamique de circularité des
savoirs dans l espace scolaire.
Etnomatemática y la Construcción Civil Pablo Esteban Arias Vargas; Rubén Felipe Morales Camargo; Jorge Isidro Orjuela Bernal
Revista Latinoamericana de Etnomatemática,
02/2010, Volume:
3, Issue:
1
Journal Article
Peer reviewed
Open access
El actual trabajo, considera varios aspectos teóricos que involucran temáticas de las matemáticas como de la Etnomatemática, las cuales al ser abordadas dentro del análisis de las prácticas de un ...albañil, permitieron desplegar una serie de acciones que posibilitaron una pequeña investigación en torno a evidenciar los procesos matemáticos referentes a la conversión de medidas, la construcción de circunferencias y la medición de ángulos que se dan de manera implícita en las prácticas laborales de un grupo social determinado(albañiles).
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