Titlebook: Ethnomathematics and Mathematics Education; International Perspe Cynthia Nicol,Gelsa Knijnik,Arindam Bose Book 2024 The Editor(s) (if appli

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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

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道學氣

茁壯成長

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

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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,

乳白光

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

加花粗鄙人

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

杠桿支點

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,

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vertebrate

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