Ethnomathematics and its diverse approaches for mathematics education / Milton Rosa, Lawrence Shirley, Maria Elena Gavarrete, Wilfredo V. Alangui, editors.
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, soli...
Saved in:
| Online Access: |
Full Text (via Springer) |
|---|---|
| Other Authors: | , , , |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer,
2017.
|
| Series: | ICME-13 Monographs.
|
| Subjects: |
Table of Contents:
- Preface; Contents; Introduction; 1 An Ethnomathematics Overview: An Introduction; Abstract; 1.1 Preliminary Thoughts ... ; 1.2 Cultural Features of Ethnomathematics; 1.3 Discussing the Role of Ethnomathematics in Mathematics Education; 1.4 Acknowledging Some Opportunities and Challenges ... ; References; Research Approaches on Ethnomathematics: Collection of Field Data; 2 Weaving Culture and Mathematics in the Classroom: The Case of Bedouin Ethnomathematics; Abstract; 2.1 Introduction; 2.2 Context; 2.2.1 What is Ethnomathematics?; 2.2.2 Ethnomathematics in Schools; 2.2.3 The Bedouins in the Negev.
- 2.3 Methodology2.3.1 Research Questions; 2.3.2 Study Population; 2.3.2.1 Population for Stage 1: Identifying Ethnomathematical Elements; 2.3.2.2 Population for the Implementation of the Weights and Measures Study Unit; 2.3.3 Data Collection and Analysis; 2.4 Results; 2.4.1 Units of Length and Weight Described by the Elders of the Tribe; 2.4.1.1 Units of Length; Units of Length: Summary; 2.4.1.2 Bedouin Units of Weight; Units of Weight: summary; 2.4.2 The Integrated Teaching Unit; 2.4.3 Results of the Implementation of the Teaching Unit; 2.5 Discussion; References.
- 3 Listening to the Voices of the Knowledge Holders: The Role of Language in Ethnomathematical ResearchAbstract; 3.1 Ethnomathematical Research; 3.2 Culture as a Central Component in Ethnomathematical Studies; 3.2.1 Definition of Culture in Mathematics Education; 3.2.2 Language as a Main Feature of Culture; 3.3 Language in Ethnomathematical Research; 3.4 Languages in South Africa; 3.5 Episodes Illustrating the Use of Language in Ethnomathematical Research in South Africa; 3.5.1 Episode One: The Use of Language During an Interview on How to Make 'Sesiu'
- 3.5.1.1 Mathematical Concepts Related to Sesiu3.5.2 Episode Two: The Use of Language in a String Figure Game; 3.5.2.1 Mathematical Concepts in String Figure Games; Variety of Geometric Shapes and Figures; Patterns, Relations, and Functions; Symmetry; 3.5.3 Episode Three: The Use of Language During an Interview on Beadwork; 3.5.3.1 Mathematical Concepts in Beadwork; 3.6 Language Issues from the Three Episodes; 3.7 The Implications of the Language and Its Use in Ethnomathematical Research; References; 4 Techniques and Learning Processes of Craftswomen in Brazil; Abstract; 4.1 Introduction.
- 4.2 Ethomathematics and Ethnographic Studies4.3 Contextualizing the Research; 4.4 Techniques and Processes at Handcrafting Know-How: Mathematical Aspects; 4.4.1 The Use of the Compass in the Preparation of the Sections; 4.4.2 Two Possible Forms of Mathematical Distribution for the Tapajonic Patterns in Cuias; 4.5 Informal Learning Processes Among Aritapera Cuias' Craftswomen; 4.6 Craftswomen's Techniques and Informal Learning Processes: Issues for Ethnomathematics; 4.7 Some Possible Methodological Developments Towards the Teaching of Mathematics; References.