An Overview of the History of Ethnomathematics

Abstract

This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education. 1. Introduction / Milton Rosa and Lawrence Shirley -- 2. An Overview of the History of Ethnomathematics / Ubiratan D'Ambrosio -- 3. State of the Art in Ethnomathematics / Milton Rosa and Daniel Clark Orey [with Lawrence Shirley, Pedro Palhares, Maria Elena Gavarrete, and Wilfredo V. Alangui] -- 3.1. Six Dimensions of Ethnomathematics -- 3.2. Ethnomathematics and its Diverse Pedagogical Approaches -- 3.3. Innovative Approaches in Ethnomathematics -- 3.3.1. Social Justice -- 3.3.2. Ethnocomputing -- 3.3.3. Ethnomodelling -- 3.3.4. Trivium Curriculum -- 3.3.5. Some Considerations -- 3.4. Polysemic Interactions between Ethnomathematics and Culturally Relevant Pedagogy -- 3.4.1. Ethnomathematics and Culturally Relevant Pedagogies in Teacher Education -- 3.4.2. Culturally Relevant Activities Based on Ethnomathematics: Curricular Implications -- 3.4.3. Some Remarks -- 3.5. Role of Ethnomathematics in Mathematics Education -- 3.5.1. Survey on the Role of Ethnomathematics in Mathematics Education -- 3.5.2. Social Turn in Mathematics Education -- 3.5.3. Imperatives: Directions for Future Research -- 3.5.4. Concluding Remarks -- 4. In Guise of Conclusion / Milton Rosa and Lawrence Shirley.