Ethnomathematics: the cultural aspects of mathematics
Keywords:
Ethnomathematics, Culture, Mathematics Curriculum, Sociocultural Contexts, InformalMathematics, Academic Mathematics, Etnomatemática, Cultura, Currículo Etnomatemático, Contextos Socioculturais, MatemáticaInformal, Matemática AcadêmicaAbstract
Abstract
Ethnomathematics studies the cultural aspects of mathematics. It presents mathematical concepts of theschool curriculum in a way in which these concepts are related to the students’ cultural and daily experiences,thereby enhancing their abilities to elaborate meaningful connections and deepening their understanding ofmathematics. Ethnomathematical approaches to mathematics curriculum are intended to make schoolmathematics more relevant and meaningful for students and to promote the overall quality of their education.In this context, the implementation of an ethnomathematical perspective in the school mathematicscurriculum helps to develop students’ intellectual, social, emotional, and political learning by using their ownunique cultural referents to impart their knowledge, skills, and attitudes. This kind of curriculum providesways for students to maintain their identity while succeeding academically.
Resumo
A etnomatemática estuda os aspectos culturais da matemática. Apresenta os conceitos matemáticos docurrículo escolar de uma maneira na qual esses conceitos estejam relacionados com as experiências cultural ediária dos alunos, reforçando, assim, a capacidade deles para elaborar conexões significativas e aprofundar oentendimento da matemática. A abordagem etnomatemática no currículo de matemática tem como objectivostornar a matemática escolar mais relevante e significativa para os alunos, promovendo a qualidade geral daeducação. Nesse contexto, a implementação da perspectiva etnomatemática no currículo escolar dematemática auxilia no desenvolvimento do aprendizado intelectual, social, emocional e político dos alunos aoutilizar as próprias referencias culturais para transmitir o conhecimento, as habilidades e as atitudes. Esse tipode curriculo fornece maneiras pelas quais os alunos mantém a própria identidade enquanto são bem sucedidosacademicamente.
Downloads
References
Adam, S. (2002). Ethnomathematics in the Maldivian curriculum. In M. Monteiro (Ed.),Proceedings of the 2nd International Congress on Ethnomathematics (ICEM2), OuroPreto, MG, Brazil: Lyrium Comunicação Ltda.
Adam, S., Alangui, W., & Barton, B. (2003). A comment on Rowlands and Carson: Where would formal academic mathematics stand in a curriculum informed by ethnomathematics? A critical review. Educational Studies in Mathematics, 52(3), 327-335.
Bakalevu, S. (1998). Fijian perspectives in mathematics education. (Unpublished doctorate dissertation). University of Waikato, Hamilton, New Zealand.
Bandeira, F. A., Lucena, I. C. R. (2004). Etnomatemática e práticas sociais [Ethnomathematics and social practices]. Coleção Introdução à Etnomatemática [Introduction to Ethnomathematics Collection]. Natal, RN, Brazil: UFRN.
Banks, J. (1991). A curriculum for empowerment, action, and change. In Sleeter, C. E.(Ed.), Empowerment through multicultural education (pp. 125-141). Albany: SUNY Press.
Barton, B. (1996). Ethnomathematics: Exploring cultural diversity in mathematics. (Unpublished doctorate dissertation). University of Auckland, Auckland, New Zealand.
Bassanezi, R. C. (2002). Ensino-aprendizagem com modelagem matemática [Teaching and learning with mathematical modeling]. São Paulo, SP, Brazil: Editora Contexto.
Bishop, A. J. (1988). Mathematics enculturation: A cultural perspective on mathematics education. Dordrecht, Netherlands: Kluwer.
Bishop, A. J. (1993). Influences from society. In A. J. Bishop, K. Hart, S. Lerman, & T. Nunes (Eds.), Significant influences on Children’s Learning of Mathematics (pp. 3-26) Paris, France: UNESCO.
Bishop, A. J., Hart, K., Lerman, S., & Nunes, T. (1993). Significant influences on children’s learning of mathematics. Paris, France: UNESCO.
Borba, M. C. (1993). Etnomatemática e a cultura da sala de aula [Ethnomathematics and culture in the classroom]. A Educação Matemática em Revista, 1(1), 43-58.
Borba, M. C. (1997). Ethnomathematics and education. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics: Challenging Eurocentrism in mathematics education (pp. 261-272). Albany, NY: State University of New York Press.
Brown, S. I., Cooney, T. J., & Jones, D. (1990). Mathematics teacher education. In W. R.Houston (Ed.), Handbook of research on teacher education (pp. 639-656). New York, NY:Macmillan.
Carraher, D. W. (1991). Mathematics learned in and out of school: A selective review of studies from Brazil. In M. Harris (Ed.), Schools, mathematics and work (pp. 169-201). London, England: The Falmer Press.
Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21-29.
Chieus, G. J. (2004). Etnomatemática: Reflexões sobre a prática docente [Ethnomathematics: Reflections on teaching practice]. In J. P. M. Ribeiro, M. C. S. Domite, & R. Ferreira (Eds.), Etnomatemática: Papel, valor e significado [Ethnomathematics: Role, value, and meaning] (pp. 185-202). São Paulo, SP, Brazil: ZOUK.
Damazio, A. (2004). Especifidades conceituais da matemática da atividade extrativa do carvão [Conceptual specifications of mathematical activities of coal extraction]. Coleção Introdução à Etnomatemática [Introduction to Ethnomathematics Collection]. Natal. RN, Brazil: UFRN.
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48.
D’Ambrosio, U. (1990). Etnomatemática [Ethnomathematics]. São Paulo, SP, Brazil:Editora Ática.
D’Ambrosio, U. (1993). Etnomatemática: Um programa [Ethnomathematics: A program]. A Educação Matemática em Revista, 1(1), 5-11.
D’Ambrosio, U. (2001). What is Ethnomathematics and how can it help children in schools? Teaching Children Mathematics, 7(6), 308-310.
D’Ambrosio, U. (2006). Ethnomathematics: Link between traditions and modernity. ZDM, 40(6), 1033-1034.
Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. In D. A.Grouws (Ed.), Handbook of research on mathematics teaching and learning: A Project of the National Council of Teachers of Mathematics (pp. 39-48). New York, NY: Macmillan.
Dowling, P. (1991). The Contextualizing of mathematics: Towards a theoretical map. In M. Harris (Ed.), Schools, mathematics, and work (pp. 93-120). London, England: Falmer Press.
Duarte, C. G. (2004). Implicações Curriculares a partir de um olhar sobre o mundo da construção civil [Curricular implications concerning the world of civil construction]. In G.
Eglash, R. (1997). When math worlds collide: Intention and invention in ethnomathematics. Science, Technology and Human Values, 22(1), 79-97.
Ferreira, E. S. (1997). Etnomatemática: Uma proposta metodológica [Ethnomathematics: A methodological proposal]. Rio de Janeiro, RJ, Brazil: MEM/USU.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York,NY: Teachers College Press.
Gerdes, P. (1994). Reflections on ethnomathematics. For the Learning of Mathematics, 14(2), 19-22.
González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New Jersey, NJ: Lawrence Erlbaum Associates, Publishers.
Joseph, G. G. (2000). The crest of the peacock: Non-European roots of mathematics. London, England: Penguin Books.
Knijnik, F. Wanderer., & C. J. Oliveira (Eds.), Etnomatemática: Currículo e Formação de Professores [Ethnomathematics: Curriculum and Teacher Education] (pp. 195-215). Santa Cruz do Sul, RS, Brazil: EDUNISC.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lean, G. (1994). Counting systems of Papua New Guinea. (Unpublished doctorate dissertation). PNG University of Technology, Lae, Papua New Guinea.
Lipka, J. (2002). Schooling for self-determination: Research on the effects of including native language and culture in the schools. Charleston, WV: Clearinghouse on Rural Education and Small Schools.
Monteiro, A., Nacarato, A. M. (2004). Relações entre saber escolar e saber cotidiano: Apropriações discursivas de futuros professores que ensinarão matemática [Relationships between academic knowing and daily knowing: Discursive appropriations of teachers who will teach mathematics]. BOLEMA, 17(22), 1-17.
Monteiro, A., Orey, D. C., & Domite, M. C. Etnomatemática: Papel, valor e significado [Ethnomathematics: Role, value, and meaning]. In J. P. M. Ribeiro, M. C. S. Domite, R. Ferreira (Eds.), Etnomatemática: Papel, valor e significado [Ethnomathematics: Role, value, and meaning] (pp. 13-37). São Paulo, SP, Brazil: ZOUK.
Nasir, N. S., Cobb, P. (2007). Equity in students’ access to significant mathematical ideas. New York, NY: Teachers College Press.
NCTM (1991). Professional Standards for Teaching Mathematics. Reston, VA: National Council of Teachers of Mathematics.
Nunes, T. (1992). Ethnomathematics and everyday cognition. In Grouws, D. A. (Ed.), Handbook of research on mathematics teaching and learning (pp. 557-573). New York, NY: Macmillan.
Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In H. Selin (Ed.), Mathematics across culture: the History of non-Western mathematics (pp.239-252). Dordrecht, Netherlands: Kulwer Academic Publishers.
Powell, A. B., Frankenstein, M. (1997). Ethnomathematics praxis in the curriculum. In A. B. Powell & M. Frankenstein (Eds.), Challenging Eurocentrism in mathematics education (pp. 249-259). New York, NY: SUNY.
Rios, D. P. (2000). Primero etnogeometría para seguir con etnomatemática [First ethnogeometry to follow with ethnomathematics]. In M. C. Domite (Ed.). Anais do Primeiro Congresso Brasileiro de Etnomatemática – CBEm-1 (pp. 367-375). São Paulo, SP, Brazil: FE-USP.
Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
Rosa, M. (2000). From reality to mathematical modeling: A proposal for using ethnomathematical knowledge. College of Education. California State University, Sacramento. Unpublished master thesis.
Rosa, M. (2005). Curriculo e matemática: Algumas considerações na perspectiva etnomatemática [Curriculum and mathematics: Some considerations in an ethnomathematical perspective]. Revista Plures Humanidades, 6, 81-96.
Rosa, M. (2010). A mixed method study to understand the perceptions of high school leaders about English language learners (ELL): The case of mathematics. College of Education. California State University, Sacramento. Unpublished doctorate dissertation.
Rosa, M., Orey, D. C. (2003). Vinho e queijo: Etnomatemática e Modelagem! [Wine and cheese: Ethnomathematics and modelling!]. BOLEMA, 16(20), 1-16.
Rosa, M., Orey, D. C. (2006). Abordagens atuais do programa etnomatemática: delinenando-se um caminho para a ação pedagógica [Current approaches in the ethnomathematics as a program: Delineating a path toward pedagogical action]. BOLEMA, 19(26), 19-48.
Rosa, M., Orey, D. C. (2007). Cultural assertions and challenges towards pedagogical action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
Rosa, M., Orey, D. C. (2008). Ethnomathematics and cultural representations: Teaching in highly diverse contexts. Acta Scientiae - ULBRA, 10, 27-46.
Rosa, M., Orey, D. C. (2009). Challenges faced by multicultural and multilingual schools in the United States: The case of mathematics. La Salle - Revista de Educação, Ciência e Cultura, 14(1), 29-44.
Rosa, M., Orey, D. C. (2010). Ethnomodeling: A Pedagogical Action for Uncovering Ethnomathematical Practices. Journal of Mathematical Modelling and Application, 1(3), 58-67, 2010.
Stigler, J. W., Barnes, R. (1988). Culture and mathematics learning. In E. Z. Rothkropf (Ed.), Review of research in education (pp. 253-306). Washington, D.C.: American Educational Research Association.
Torres-Velasquez, D., Lobo, G. (2004). Culturally responsive mathematics teaching and English language learners. Teaching Children Mathematics, 11, 249-255.
Warschauer, M., (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.
Zaslavsky, C. (1997). World cultures in the mathematics class. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics: Challenging Eurocentrism in mathematics education (pp. 307-320). Albany, NY: SUNY Press.
Zeichner, K. (1996). Educating teachers to close the achievement gap: Issues of pedagogy, knowledge, and teacher preparation. In Williams, B. (Ed.), Closing the achievement gap: A vision to guide change in beliefs and practice (pp.55-77). Alexandria, VA: Association for Supervision and Curriculum Development.
Downloads
Published
How to Cite
Issue
Section
License
Once the article is accepted by the Latin American Journal of Ethnomathematics, the authors cede the rights to publish and distribute the text electronically, including storing it and making it available online.
The authors can distribute their own material without soliciting permission from the Latin American Journal of Ethnomathematics, whenever mentioning that the original version is found at http://www.revista.etnomatematica.org
Copyright © 2008, Latin American Journal of Ethnomathematics
All contents of the Latin American Journal of Ethnomathematics are published under the _ and can be used freely, giving credits to the authors and to the Journal, as established by this license.
