標(biāo)題: Titlebook: Ethnomathematics and Mathematics Education; International Perspe Cynthia Nicol,Gelsa Knijnik,Arindam Bose Book 2024 The Editor(s) (if appli [打印本頁] 作者: vein220 時間: 2025-3-21 18:43
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書目名稱Ethnomathematics and Mathematics Education讀者反饋學(xué)科排名
作者: 存在主義 時間: 2025-3-21 22:10 作者: 同時發(fā)生 時間: 2025-3-22 03:25 作者: 擦掉 時間: 2025-3-22 05:47 作者: concert 時間: 2025-3-22 09:45
Modal Epistemology After Rationalismose of providing a panoramic view of the ideas I have developed throughout my journey as a researcher in the field of ethnomathematics. In the final section of the chapter, I focus more explicitly on the arguments developed earlier in the text, aiming to summarize and expand the discussion proposed as being central objective.作者: figment 時間: 2025-3-22 15:41 作者: figment 時間: 2025-3-22 19:31
Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Glng of the mathematical knowledge developed by diverse cultures throughout history. This chapter discusses the emic, etic, and dialogic approaches necessary for the development of ethnomodelling research in ..作者: stroke 時間: 2025-3-22 23:01 作者: 沙發(fā) 時間: 2025-3-23 04:31 作者: heart-murmur 時間: 2025-3-23 06:34
Mobilizing Resources in Latin America this chapter draws upon the key roles of ethnomathematics and mathematics education for understanding and remaking our relationships with each other and our planet earth. We begin by situating the book’s chapters highlighting the extensive contributions of Brazilian educator and scholar Ubiratan D’作者: Phenothiazines 時間: 2025-3-23 13:35
https://doi.org/10.1057/9781137472632athematical problem posing. Forty-four (.?=?44; girls: 68.2%; boys: 31.8%) fifth-grade cultural group students from a province in Southwest China responded to a four-task-based questionnaire and posed mathematical problems based on given problem situations, two with a cultural context and two withou作者: 排斥 時間: 2025-3-23 15:58 作者: 漂亮 時間: 2025-3-23 19:57
https://doi.org/10.1007/978-3-322-82722-7cs between parents and teachers. The basis of our study is the concept of funds of knowledge, which recognizes the richness of adult learners’ lived experiences. Funds of knowledge are defined as the resources and bodies of knowledge contained in a household. We focused on a task that required the p作者: Brittle 時間: 2025-3-23 23:56
https://doi.org/10.1007/978-3-319-58287-0d, is deeply experiential, human, and cultural. We draw upon sensory ethnography to explore and analyse alongside Maya Elders’ knowing, sensing, and experiencing through culture-based practices. We are guided by the question: “What can the stories of our Elders tell us about the limitations of our v作者: N防腐劑 時間: 2025-3-24 05:45
https://doi.org/10.1007/978-3-319-52267-8e precisely to the process that takes us from the stimuli of the sociocultural environment, which underlies the localized origin of mathematical reasoning, to its universal conventional form. I showcase this path with some examples, where starting from the manipulation of artifacts from the African 作者: Immortal 時間: 2025-3-24 06:31 作者: DUCE 時間: 2025-3-24 14:24
Júlio M. M. Silva,Nuno M. M. Maiaucation and ethnomathematics to create Indigenous school curricula. It investigates what Xakriabá Indigenous teachers mean by ethnomathematics and how they use it in their schools’ curricula. We adopt a Two-Eyed Seeing approach, seeking to bring together both Indigenous and Western-European ways of 作者: 吼叫 時間: 2025-3-24 17:26
https://doi.org/10.1007/978-3-7091-1791-0tions with the social, political, and historical environment. From an interpretative-ethnographic paradigm, a qualitative study was conducted, exploring the conceptual framework of critical thinking in the teaching, learning, and understanding of mathematics through the vision of ethnomathematics, c作者: dowagers-hump 時間: 2025-3-24 22:11 作者: 進(jìn)取心 時間: 2025-3-25 00:01 作者: arthroplasty 時間: 2025-3-25 05:13
Modal Epistemology After Rationalismurrent neoliberal globalization and also within the specificity of the politics of knowledge and its corresponding politics of identity. I highlight how, in more recent times, mathematics education has become attentive to mathematical practices different from those practiced in school mathematics..I作者: ANA 時間: 2025-3-25 08:23 作者: SEMI 時間: 2025-3-25 12:31 作者: Magisterial 時間: 2025-3-25 18:57
https://doi.org/10.1007/978-3-031-60680-9Mathematics education with minoritized cultures; Mathematics education international ethnomathematics作者: 捏造 時間: 2025-3-25 22:18 作者: Protein 時間: 2025-3-26 03:14
Foreign Algorithms from the Rich Fund of Knowledge as a Starting Point for Mathematically Productiveannot be unilinear. For educational contexts, ethnomathematics could result in a program that transfers this view on mathematics. Moreover, another objective is the individual empowerment of the students to develop and use mathematics in an emancipatory way. This chapter discusses two teaching experiences in international classes in that spirit.作者: 怕失去錢 時間: 2025-3-26 07:22 作者: farewell 時間: 2025-3-26 09:43
Ethnomathematics and Mathematics Education978-3-031-60680-9Series ISSN 1869-4918 Series E-ISSN 1869-4926 作者: –scent 時間: 2025-3-26 14:14 作者: Magnificent 時間: 2025-3-26 20:33
Chinese Cultural Group Students’ Mathematical Problem Posing in Tasks with a Cultural Context and Wiathematical problem posing. Forty-four (.?=?44; girls: 68.2%; boys: 31.8%) fifth-grade cultural group students from a province in Southwest China responded to a four-task-based questionnaire and posed mathematical problems based on given problem situations, two with a cultural context and two withou作者: 許可 時間: 2025-3-26 23:27
Foreign Algorithms from the Rich Fund of Knowledge as a Starting Point for Mathematically Productiveannot be unilinear. For educational contexts, ethnomathematics could result in a program that transfers this view on mathematics. Moreover, another objective is the individual empowerment of the students to develop and use mathematics in an emancipatory way. This chapter discusses two teaching exper作者: legislate 時間: 2025-3-27 01:38 作者: 道學(xué)氣 時間: 2025-3-27 09:22 作者: 茁壯成長 時間: 2025-3-27 12:07
From Ethnomathematical Reasoning to Mathematical Researche precisely to the process that takes us from the stimuli of the sociocultural environment, which underlies the localized origin of mathematical reasoning, to its universal conventional form. I showcase this path with some examples, where starting from the manipulation of artifacts from the African 作者: Ebct207 時間: 2025-3-27 17:39
Internalized Mathematics as Intuitive as Breathing: An Ethnomathematics Study of Traditional Architestructing buildings is cultural and based on instinct and intuition, rather than on considering architecture as a combination of art and engineering. In the present study, the traditional architect also has no formal education) in Iran use mathematics in their everyday activities. In this research, 作者: 乳白光 時間: 2025-3-27 21:25
Ethnomathematics as a Pedagogical and Political Tool in an Indigenous School Curriculumucation and ethnomathematics to create Indigenous school curricula. It investigates what Xakriabá Indigenous teachers mean by ethnomathematics and how they use it in their schools’ curricula. We adopt a Two-Eyed Seeing approach, seeking to bring together both Indigenous and Western-European ways of 作者: 加花粗鄙人 時間: 2025-3-27 22:49
The Formation of Critical Thinking in Mathematics Learning through a Model of Contextualization withtions with the social, political, and historical environment. From an interpretative-ethnographic paradigm, a qualitative study was conducted, exploring the conceptual framework of critical thinking in the teaching, learning, and understanding of mathematics through the vision of ethnomathematics, c作者: 杠桿支點 時間: 2025-3-28 03:34
Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Glics. Thus, the use of emic (local) and etic (global) approaches enables the translation and sharing of problems, situations, and phenomena observed in daily life, developed by members from distinct cultural groups. The emic approach is essential to the intuitive understanding of mathematical ideas, 作者: condescend 時間: 2025-3-28 07:40 作者: vertebrate 時間: 2025-3-28 11:09
Ethnomathematics from a Political Perspectiveurrent neoliberal globalization and also within the specificity of the politics of knowledge and its corresponding politics of identity. I highlight how, in more recent times, mathematics education has become attentive to mathematical practices different from those practiced in school mathematics..I作者: 瘋狂 時間: 2025-3-28 16:12 作者: Pulmonary-Veins 時間: 2025-3-28 19:07
Mobilizing Resources in Latin American); and (2) Ethnomathematics, Challenging Colonial Logics, and Indigenizing. The 11 chapters are distributed along these two parts and written by authors representing 10 different countries. We discuss each chapter and the examples and extensions of pedagogies, theories, and conceptualizations of et作者: ingenue 時間: 2025-3-29 02:25 作者: wall-stress 時間: 2025-3-29 04:49
https://doi.org/10.1007/978-3-319-58287-0ourful fabric of interlaced historical and cultural fibres that includes woven concepts across space and time, with knowledge preserved within each fibre. This approach to ethnomathematics, we contend, engenders greater awareness of meaningful mathematical heritages and how mathematics is embraced a作者: 生氣地 時間: 2025-3-29 11:02 作者: 食草 時間: 2025-3-29 13:36 作者: 不如屎殼郎 時間: 2025-3-29 16:10 作者: enflame 時間: 2025-3-29 20:07 作者: 針葉 時間: 2025-3-29 23:59
https://doi.org/10.1007/978-3-030-72349-1xt, the content, the mathematical skills, and the mathematical tools. The findings demonstrate that ethnomathematics may be studied using the sociocultural context as a foundation. The skills taught in ethnomathematics are based on the tribe’s everyday behaviors rooted in their culture. The skills n
