Socio-Cultural Bases for Mathematical Education

D’Ambrósio, Ubiratan

doi:10.1007/978-1-4757-4238-1_1

Cited by 41 publications

(25 citation statements)

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“…The complete turn made by D'Ambrosio (1984) in the Fifth Congress of Mathematics, in a paper titled "The Basis for the Socio-cultural Instruction of Math", was considered quite surprising in its reference of social and cultural issues in math, and it was not discussed in a thorough manner, though some research regarding gender comparison was conducted. The common feeling was that mathematics is mathematics (meaning only that mathematics is European).…”

Section: The Historical Development Of the Ethnomathematical Approachmentioning

confidence: 99%

“…D'Ambrosio's proposal: D'Ambrosio was a renowned mathematics researcher who developed and proposed a new curriculum in the 1980s called "The socio-cultural basis for mathematics education" (D'Ambrosio, 1984). This proposal emphasized the importance of integrating cultural aspects of the instruction of mathematics within the learned subjects.…”

Section: Proposals For the Development Of An Ethnomathematical Curricmentioning

confidence: 99%

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Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Fouze

Amit

2017

EURASIA J MATH SCI T

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In light of all the difficulties and challenges facing us today in improving math education, questions arise regarding how to develop students' mathematical thinking and conception, how to increase student motivation to learn math, how to improve achievement in math, and how to maintain an interesting, enjoyable, and successful learning process in math. In this paper we will present one solution to these questions according to the ethnomathematical approach, which combines culture and math instruction: the integration of ethnomathematical folklore games in the instruction of math. On this background, the proposed paper will discuss the following issues: (1) the definition and essence of ethnomathematics; (2) the historical development of the ethnomathematical approach; (3) the political aspect of ethnomathematics; (4) Lev Vigotsky's constructivist theory and its relation to ethnomathematics; (5) the importance of developing a curriculum that integrates cultural values; (6) the contributions of an ethnomathematical curriculum; (7) various approaches regarding the ethnomathematical curricula; (8) proposals for the development of ethnomathematical curricula; (9) What is a mathematical game; (10) Discussion; (11) Summary and suggestions.

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Section: The Historical Development Of the Ethnomathematical Approachmentioning

confidence: 99%

Section: Proposals For the Development Of An Ethnomathematical Curricmentioning

confidence: 99%

Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Fouze

Amit

2017

EURASIA J MATH SCI T

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“…La Etnomatemática como campo de investigación se formuló en 1984 en una sesión plenaria del quinto Congreso Internacional de Educación Matemática (ICME 3 5) realizada por el profesor Ubiratán D'Ambrosio que se tituló SocioCultural Bases for Mathematical Education (D'Ambrosio, 1985). Allí se planteó la necesidad de abordar la educación matemática desde una perspectiva sociocultural.…”

Section: Algunas Huellasunclassified

Una Visión Latinoamericana De La Etnomatemática: Tensiones Y Desafíos

Peña-Rincón¹,

Osorio²,

Parra³

2023

RELIME

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Esta editorial presenta una visión latinoamericana de la Etnomatemática desde la experiencia de tres investigadoresque for ma mos parte de la Red Latinoamericana de la Etnomatemática, RELAET. El planteamiento central es que la Etnomatemática permite comprender otras formas de ser, conocer y relacionarse con el mundo desde una perspectiva descolonizadora, y desde allí es posible problematizar lo que entendemos por conocimiento matemático. Posteriormente planteamos algunas concepciones, tensiones y desafíos que hacen parte de este campo de investigación.

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“…In fact it is important to recognise here that all societies have developed their own mathematics. "Ethnomathematics" was the term developed by Ubiratan D'Ambrosio to encompass both local mathematical ideas and so-called universal Western ideas (D'Ambrosio, 1985). This work was part of a much broader push to focus on other student groups that were not succeeding with the standard mainstream version.…”

Section: Advanced Mathematical Education Standpointsmentioning

confidence: 99%

Elementary Mathematicians from Advanced Standpoints—A Cultural Perspective on Mathematics Education

Bishop

2017

Proceedings of the 13th International Congress on Mathematical Education

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Many challenges face those of us for whom mathematics education research is our life's work. In some countries where significant attempts are continually being made to reform mathematics teaching, it is often a highly politicised field. While rational arguments and relevant data-gathering are valid parts of a democratic research process, awareness of the broad cultural context is paramount. Despite the challenges that adopting a new cultural perspective brings, episodes and analyses from our sociocultural research field do demonstrate much promise for advancing mathematics educational practices. In particular the relatively new ideas of values and valuing show much research promise. In this paper, referencing Felix Klein's fundamental ideas, I will analyse the twin pluralised notions of 'elementary mathematicians' and 'advanced standpoints'. In addition research focussed on a third key notion, 'pedagogical practices' will be discussed. Finally some of the implications of this three dimensional and culturally oriented research will be presented.

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Socio-Cultural Bases for Mathematical Education

Cited by 41 publications

References 0 publications

Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Development of Mathematical Thinking through Integration of Ethnomathematic Folklore Game in Math Instruction

Una Visión Latinoamericana De La Etnomatemática: Tensiones Y Desafíos

Elementary Mathematicians from Advanced Standpoints—A Cultural Perspective on Mathematics Education

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