Current and Future Perspectives of Ethnomathematics as a Program

Rosa, Milton; D’Ambrósio, Ubiratan; Orey, Daniel Clark; Shirley, Lawrence; Alangui, Wilfredo V.; Palhares, Pedro; Gavarrete, María Elena

doi:10.1007/978-3-319-30120-4

Cited by 99 publications

(72 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It assumes dynamic sharing between activities and knowledge; values popular knowledge production; and proposes education as a process in which knowledge transmitted across generations (Biembengut, 2016). Ethnomathematics explores the interaction of academic and cultural ways to provide inclusive developmental programs for diverse populations served by educational institutions (Rosa, et al 2016). The cultural mathematics of cultural groups is considered part of their life characteristics and developed by the cultural group and serves their natural interests, which derive from their social situation (Fouze & Amit, 2018;Anderson, 1990).…”

mentioning

confidence: 99%

Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini

Maryati¹,

Prahmana

2018

mapan

View full text Add to dashboard Cite

Abstract:The study aims to explore the correlation between mathematics and culture, especially Abstrak: Tujuan dari penelitian ini adalah untuk mengeksplorasi hubungan antara matematika dengan budaya, khususnya dalam kegiatan merancang kebaya kartini. Penelitian ini menggunakan pendekatan etnografi yang merupakan sebuah pendekatan empiris dan teoritis untuk mendapatkan gambaran dan analisis mendalam tentang sebuah budaya berdasarkan catatan lapangan yang telah diperoleh dari hasil pengumpulan data. Hasil penelitian ini menunjukkan bahwa dalam kegiatan merancang kebaya kartini memiliki berbagai konsep matematika, seperti sudut, pengukuran, dan operasi bilangan bulat.

show abstract

mentioning

confidence: 99%

Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini

Maryati¹,

Prahmana

2018

mapan

View full text Add to dashboard Cite

show abstract

“…For instance, when curricula require students to learn how to invest money in order to generate high rates of interest, this teaches capitalism and not critical awareness (Freire 1996). Other notable perspectives that emphasize critical aspects of numeracy in order to promote socially, culturally, or economically responsible behavior, stem from international work in the area of ethnomathematics, such as that by D'Ambrosio, Rosa, and other scholars (Rosa et al 2016).…”

Section: Evolving Conceptualization Of Numeracy As Functional and Crimentioning

confidence: 99%

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Gal

Grotlüschen

Tout

et al. 2020

ZDM Mathematics Education

View full text Add to dashboard Cite

This survey paper examines selected issues related to the intersection of three broad scholarly areas: numeracy, adult education, and vulnerability. Numeracy encompasses the ways in which people cope with the mathematical, quantitative, and statistical demands of adult life, and is viewed as an important outcome of schooling and as a foundational skill for all adults. The focus on vulnerability stems from the realization that concerns of policy makers and educators alike often center on populations seen as vulnerable. The paper is organized in five sections. After a brief introduction, Section 2 examines adult numeracy, focusing on five numeracy domains (health, financial, digital, civic, and workplace numeracy), literacynumeracy linkages, functional and critical aspects of numeracy, and the centrality of numeracy practices, and notes sources of vulnerability for each of these. Section 3 sketches formal, non-formal and informal contexts in which adults learn or develop their numeracy, and examines factors that may be potential sources of vulnerability, including systemic factors and dispositional and affect factors. Section 4 reflects more broadly on the concept of vulnerability, introduces selected aspects of the papers published in this issue of ZDM Mathematics Education, and points to findings regarding adult learners who may be deemed vulnerable. The closing section summarizes conclusions and research directions regarding the intersection of the three core domains. Overall, the paper points to emerging research needs and educational challenges that are relevant to scholars, practitioners, and policy makers interested in developing the numeracy of adults as well as in the mathematics education of younger learners.

show abstract

“…Nebres (1988) indicated that the uniformity of mathematics curriculum does not fully reflect the needs of the country and in many cases many developing countries borrow the curriculum made for elites in developed countries. Even in recent years, Rosa and Gavarrete (2016) pointed out that it is important to discuss a cultural relevance into the mathematics curriculum in order to help educators to acknowledge the relationship between cultural and school mathematical knowledge. The sociocultural factors of mathematics curriculum have been continuously under debate.…”

Section: Significance Of Comparing Mathematics Textbooks Focusing On mentioning

confidence: 99%

Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World

Kusaka

2020

GJES

View full text Add to dashboard Cite

The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.

show abstract

Current and Future Perspectives of Ethnomathematics as a Program

Cited by 99 publications

References 1 publication

Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini

Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World

Contact Info

Product

Resources

About