What is the relationship between ethnomathematics, mathematics and anthropology and the politics of mathematics education? What evidence is there, and how do we get more, that school programmes incorporating ethnomathematical ideas succeed in achieving their (ethnomathematical?) aims? What are the implications of existing ethnomathematical studies for mathematics and mathematics education? What is the relationship of different languages (or other cultural features) to the production of different mathematics?
- Marcos Cherinda (Mozambique)
[email protected] - Rick Silverman (USA)
[email protected]
- Edith Saiz (Mexico)
[email protected] - Darlinda Moreira (Portugal)
[email protected] - Mogege Mosimege (South Africa)
[email protected]
The organizing team invites submissions of papers for Discussion Group 18: The Role of Ethnomathematics in Mathematics Education.
Please, write your paper with attention to one or more of the following questions:- What is ethnomathematics?
- How is ethnomathematics related to mathematics, anthropology, or the politics of mathematics education?
- What evidence is there, and how do we get more, that school programms incorporating ethnomathematical ideas succeed in achieving their aims for the mathematical education of learners and of their ethnomathematical aims?
- What are the implications of existing ethnomathematical studies for mathematics and mathematics education?
- What is the relationship between Ethnomathematics and Multicultural Mathematics and between Ethnomathematics and Social Aspects of Mathematics Education.
- How have the developments in Indigenous knowledge throughout the world affected or influenced ethnomathematical research.
- Ubi D’Ambrosio and his disciples advocate that Ethnomathematics offers opportunities for teaching and learning mathematics that promote a world agenda for increasing the prospects of peace and diminishing the prospects of war and conflict? To what extent does consensus exist for this perspective? Why?
Please send by email proposals to all members of the Organizing Team:
Marcos Cherinda (Mozambique), Team Chair, [email protected] Rick Silverman (USA), Team Chair, [email protected] Edith Saiz (Mexico) [email protected] Darlinda Moreira (Portugal) [email protected] Mogege Mosimege (South Africa) [email protected]
Organizing Team members will screen each proposal and notify authors of the decision to accept or not accept by _____ . Authors whose proposals accepted will submit their completed papers to Organizing Team member by _____ . The Organizing Team will upload each paper to the DG18 website for public access and specifically for the purpose of attendees to ICME 11 – DG18 to read and study them in advance to prepare for discussion at the time at DG18 convenes at ICME 11. Accepted papers will be published on the website of the conference and on a conference CD. Authors are encouraged to submit papers for review for possible publication in The Journal of Mathematics and Culture (http://www.ccd.rpi.edu/Eglash/nasgem/jmc/jmc.htm ).
Initial Schedule
Short outline/proposal (2 pages) — Dec 28, 2024 – Feb 8, 2025 Answer to the authors — Feb 29, 2025 Paper Submitted —April 14, 2008 Papers reviewed by the organizing team — May 16, 2025 Final paper submitted and posted on the DG18 website — May 30, 2025
Practical information
Length of proposal: 2 pages plus references - Length of final paper: 8 pages including references.
Top of page- Basic information (307.00 KB)
- A Discussion of Important Implications for Mathematics Learning in a Second Language and Second Cultural Environment. Dr. Joyce Fischer and Mr. Robert Perez. (79.00 KB)
- Indigenous Papua New Guinea Knowledges Related to Volume and Mass. Kay Owens and Wilfred Kaleva. (792.00 KB)
- Challenges and possibilities in mathematics education: ethnomathematics and indigenous education in focus. Kátia Cristina de Menezes Domingues. (128.00 KB)
- THE ETHNOMATHEMATICAL APPROACH IN ADULT EDUCATION: PRESENTING TWO EXPERIENCES IN RIO DE JANEIRO. Maria Cecilia de Castello Branco Fantinato. (53.00 KB)
- CONCEPTUALIZING ETHNOMATHEMATICS AS A BRIDGE BETWEEN PEACE AND CONFLICT: THE CASE OF CULTURAL ARTEFACTS. Kgomotso Gertrude Garegae. (73.00 KB)
- Crossing Borders. Barbara Garii, Fredrick L. “Rick” Silverman and Jim Barta. (47.00 KB)
- How is a Mayan Ethnomathematics Perspective Actualized Through Intercultural Dialogue? Dr. Faviana Hirsch-Dubin. (64.00 KB)
- Ethnomathematics and the politics of mathematics education: reflections on a research-project developed with the Brazilian Landless Movement. Gelsa Knijnik. (56.00 KB)
- USING ETHNOMATHEMATICAL IDEAS FOR DESIGNING AN INTERDISCIPLINARY PROJECT THROUGH A WEBQUEST. Charoula Stathopoulou and Pota Kotarinou. (305.00 KB)
- ENHANCING CHILDREN’S FORMAL LEARNING OF EARLY NUMBER KNOWLEDGE THROUGH INDIGENOUS LANGUAGES AND ETHNOMATHEMATICS: THE CASE OF PAPUA NEW GUINEA MATHEMATICS CURRICULUM REFORM EXPERIENCE. Rex A. S. MATANG. (198.00 KB)
- The Role of Culturally-Based Mathematics in the General Mathematics Curriculum. A Case for Presenting Culturally-Based Mathematics Lessons to All Students. Chadd W. McGlone. (33.00 KB)
- Explorations between ethnomathematics and anthropology in relation to mathematics education. Darlinda Moreira. (51.00 KB)
- “Freedom Quilts”: An Ethnomathematical Way of Communication Towards Liberation. Milton Rosa. (90.00 KB)
- Pop: The Ethnomathematics of Globalization Using the Sacred Mayan Mat Pattern. Milton Rosa and Daniel Clark Orey. (157.00 KB)
- ETHNOMATHEMATICS LOOKS BACK AND LOOKS FORWARD. Lawrence Shirley. (32.00 KB)
- Mathematics as im/pure knowledge system: envisioning a contextualised mathematics education via inclusive logics. Bal Chandra Luitel and Peter Charles Taylor. (23.00 KB)
- Creating communities of mathemathical practice: Increasing the viability of the mathematics classroom. Mia Kalish, Claudette Engleblom and Barbara Garii. (23.00 KB)
- How to Know: Using Conceptual Blending Visualizations to Explore the Domain. Mia Kalish (12.00 KB)
- TEch/thNOMATH: The Pedagogy and Practice of Hidden Mathematics. Barbara Garii (10.00 KB)