DOCSLIB.ORG

Ethnomathematics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ethnomathematics View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Bridging Policy and Practice with Ethnomathematics Linda H.L. Furuto, Ph.D. University of Hawaiʻi – West Oʻahu Mathematics/Science Subdivision 96-129 Ala Ike C104E, Pearl City, HI 96782 Email: [email protected] Tel.: 808-454-4830 Fax: 808-453-6176 Journal of Mathematics & Culture 31 September 2013 7(1) ISSN – 1558 - 5336 Abstract In an effort to bridge policy and practice in diverse populations, research was conducted at U.S. higher educational institutions (Harvard, UCLA, University of Hawai‘i) in the field of ethnomathematics. Ethnomathematics addresses first, how cultural values affect teaching, learning, and curriculum; and second, how mathematics education affects schooling process dynamics. A macroperspective provides a foundation for exploring the policy framework that will be bridged by ethnomathematics to explore practices at the school level (equity and quality education, building successful partnerships, mentoring in diverse populations). This has been accomplished primarily through the Hōkūle‘a, a voyaging canoe internationally renowned for rekindling the Pacific tradition of celestial navigation to locations such as Tahiti, Rarotonga, Micronesia, Japan, and the U.S., and is preparing for a worldwide voyage in 2013 of which the author will be participating in. It is a vehicle to explore real-world mathematics applications in global communities, and represents resourcefulness, inventiveness, wisdom grounded in the past, and hope for the future. Journal of Mathematics & Culture 32 September 2013 7(1) ISSN – 1558 - 5336 He lawai‘a no ke kai papa‘u, he pōkole ke aho; he lawai‘a no ke kai hohonu he loa ke aho. A fisherman of the shallow sea uses only a short line; a fisherman of the deep sea has a long line. This ‘Ōlelo No‘eau (proverb) was the guiding saying of the research study. One whose knowledge is shallow does not have much, but one whose knowledge is deep has the ability to deepen perspectives through partnerships with culture and traditions that permeate pedagogy, practices, and values. In an effort to bridge policy and practice in diverse populations, research focuses on a study conducted at U.S. higher educational institutions (Harvard University, UCLA, and the University of Hawai‘i) in the field of ethnomathematics. Ethnomathematics refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural education, including race/ethnicity, socioeconomic class, and special needs (D’Ambrosio, 2001). It allows us to address how cultural values can affect teaching, learning, and curriculum; and how mathematics education can then affect political and social dynamics in the schooling process. A macroperspective of mathematics at the national, state, and local levels provides a foundation for exploring the policy framework. This will then be bridged by ethnomathematics in order to view practices at the grassroots, school level. As examples of ethnomathematics, the University of Hawai‘i – West O‘ahu has implemented the following: (1) equity and quality education, (2) building successful partnerships and practices, and (3) mentoring in diverse populations. This has been made possible by a National Science Foundation grant and has been Journal of Mathematics & Culture 33 September 2013 7(1) ISSN – 1558 - 5336 accomplished primarily through the Hōkūle‘a, “star of gladness,” a double-hulled Hawaiian voyaging canoe that is an integral part of research. Policy Framework A number of studies show Hawaiʻi’s reference to national and international populations. The Programme for International Student Assessment (PISA) is a triennial survey of the knowledge and skills of 15 year olds. It is the product of collaboration between participating countries and economies through the Organisation for Economic Cooperation and Development (OECD). More than 400,000 students in 57 countries making up close to 90% of the world economy took part in PISA 2006. The focus was on science but the assessment also included reading and mathematics and collected data on student, community, and institutional factors that could help to explain differences in performance such as culture and family background (PISA, 2006). The U.S. currently ranks 25th out of 30 OECD countries in mathematics. In the 2003 PISA study, although the U.S.’s ranking remained fairly static, 24th out of 29 OECD countries, the mean score dropped from 483 in 2003 to 474 in 2006. By contrast, top ranking countries Finland and Korea increased (Finland 544 to 548; Korea 542 to 547). Mexico, ranked last both times, improved its score from 385 in 2003 to 411 in 2006. Although the U.S. relative ranking has stayed constant, the overall mean scores of the countries at the top and bottom increased (OECD, 2009). We know the U.S. has challenges to overcome, but some states are performing extremely well such as Massachusetts. Near the other end of the spectrum is Hawai‘i. The National Assessment of Educational Progress (NAEP) mathematics assessment is administered periodically to 4th and 8th graders. NAEP results serve as a common metric for all states and Journal of Mathematics & Culture 34 September 2013 7(1) ISSN – 1558 - 5336 selected urban districts. In a state comparison of NAEP 8th grade mathematics average scaled scores from the 2007 assessment, Hawai‘i’s average scale score of 269 is significantly lower than the national average of 280. In fact, Hawai‘i is ranked 47 out of 50 states (NCES, 2007). According to the University of Hawai‘i Vice President of Community Colleges John Morton, “This [mathematics] is not a new problem, what is new is that we’re working together” (Morton, J., Personal Conversation, October 10, 2011). Hawai‘i is the only statewide school district in the country, and it has functioned this way since before it became a state. Its first public school law in 1840 included a centralized structure. According to the University of Hawai‘i Institutional Research Office, 77.0% of the 7,754 public, parochial, and independent school students go on to attend one of the University of Hawai‘i 10 campuses (UH IRO, 2012). In spite of these illuminating statistics, the first statewide Mathematics Summit “Defining the Mathematics Crisis”, designed to facilitate discussion and action on raising mathematics achievement levels of Hawai‘i students to ensure college and career success was held in 2008. This is a collaborative effort between the major stakeholders in the state, the University of Hawai‘i Systemwide Office and State of Hawai‘i Department of Education. Each of these perspectives will be examined in further detail. The goals of the continuing State of Hawai‘i Mathematics Summit series are to: (1) improve the mathematics pipeline leading to career and college ready mathematics, (2) improve alignment of courses so that students transition smoothly between institutions and courses, and (3) prepare more qualified and effective mathematics teachers/instructors. The State of Hawai‘i Department of Education is doing its part to raise mathematics preparation of all graduates by revising mathematics benchmarks, quality education, and graduation requirements. Specifically, this includes an increase of 3 to 4 credits of mathematics Journal of Mathematics & Culture 35 September 2013 7(1) ISSN – 1558 - 5336 for the graduating class of 2013. The goal is to have 50% of students achieve the DOE recognition diploma in 2013, and 80% by 2018. Students will need to achieve, at the minimum, the level of algebra II. Incentives for completing the DOE recognition diploma include scholarships, college admission with honors, placement into college level mathematics courses, and carpentry or dry wall apprenticeship program application test waivers. State Superintendent Patricia Hamamoto has clearly expressed, “We need to figure out how to reach our students that are different learners. Drill and kill doesn’t work anymore. Our future teachers have to be solid in content and pedagogy. We spend too much money in the DOE on re-teaching our mathematics teachers” (Hamamoto, P., Personal Conversation, January 19, 2009). In the past, many students taking algebra 2 went on to major in STEM fields. However, now, the students in algebra 2 classrooms comprise of a more diverse group of students who have differing learning styles. We need teachers to teach to the strengths of the students, and not rely habitually on methods that may have worked for the advanced students. Thus, given various career paths, how do we help students transition into University of Hawai‘i colleges and universities? For students entering the remedial and development courses, how does policy help them transition into college-level courses? We need to improve the mathematics pipeline leading to career and college ready mathematics so that we not only increase the number of students earning degrees, but more specifically increase the number of STEM degrees. The University of Hawaiʻi systemwide strategic goal for degrees and certificates of achievement earned is an increase of 3-6% per year and an increase in the number of University of Hawaiʻi STEM degrees by 3% per year. Not enough students performing well in University of Hawaiʻi pipeline to higher level mathematics courses. Only 1/5 of entering University of Hawaiʻi community college students successfully Journal of Mathematics & Culture 36 September 2013 7(1) ISSN – 1558 - 5336 completed a remedial/developmental mathematics course in Fall 2006. 5,538 students began in the entering cohort, and only 1,149 successfully completed at least one remedial/development course in their first academic year (UH IRO, 2012). There is a huge leak in the pipeline. University of Hawaiʻi production falls significantly short in terms of annual teacher vacancies, and this has been a major area of focus in recent years. In AY2007-2008, there were 418 qualified mathematics teachers. However, in 2007-2015 the state is projected to need 1,432 qualified mathematics teachers, and last year the total University of Hawaiʻi systemwide production of mathematics education majors was 28.
Load more

Recommended publications
  • Ethnomathematics and the Aboriginal Leadership Year (--THIS SECTION DOES NOT PRINT--)
    QUICK DESIGN GUIDE QUICK TIPS (--THIS SECTION DOES NOT PRINT--) Ethnomathematics and the Aboriginal Leadership Year (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36”x48” This PowerPoint template requires basic PowerPoint professional poster. It will save you valuable time Dr. Bernadette Dececchi (version 2007 or newer) skills. Below is a list of placing titles, subtitles, text, and graphics. commonly asked questions specific to this template. Ms. Michela Ferguson If you are using an older version of PowerPoint some Use it to create your presentation. Then send it to template features may not work properly. PosterPresentations.com for premium quality, same day affordable printing. students were below the requirements of even the remedial class. Instead of starting Using the template BACKGROUND at the level where the students were functioning and bringing them to a more acceptable level, the students were expected to function at the level of the class We provide a series of online tutorials that will The Aboriginal Leadership Opportunity Year (ALOY) is a one year opportunity for more in line with year one classes. These students were lost and had a hard time Verifying the quality of your graphics guide you through the poster design process and selected First Nations, Inuit and Métis Aboriginal candidates from across Canada to following and had lost confidence I their ability to do well. This reinforced the feeling attend the Royal Military College of Canada (RMCC) in Kingston. At RMCC the that they were unable to do mathematics, as they were failing the remedial Go to the VIEW menu and click on ZOOM to set your answer your poster production questions.
    [Show full text]
  • Arismendi-Pardi, Eduardo Jesus What Is Ethnomathematics And
    DOCUMENT RESUME ED 430 804 SE 062 589 AUTHOR Arismendi-Pardi, Eduardo Jesus TITLE What Is Ethnomathematics and Why Should We Teach It? Crossing Cultures: Communicating through the Curriculum. PUB DATE 1999-04-00 NOTE 18p.; Paper presented to the National Conference of the Center for the Study of Diversity in Teaching and Learning in Higher Education (San Diego, CA, April, 1999). PUB TYPE Opinion Papers (120)-- Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Enrichment; *Curriculum Development; *Ethnography; Higher Education; Learning Strategies; *Mathematics Instruction; Teaching Methods IDENTIFIERS *Ethnomathematics ABSTRACT This paper defines ethnomathematics and reviews the methods used to incorporate this philosophy into the current teaching of mathematics. Ethnomathematics rejects inequity, arrogance, and bigotry while challenging the Eurocentric bias that denies the mathematical contributions and rigor of other cultures. A review of the literature shows that the teaching of ethnomathematics will bring awareness to students that Europe is not now nor was it ever the center of civilization. Ultimately, this methodwill present an accurate history of mathematics, use a variety of examples tosolve problems from a variety of cultures, and recognize that learning mathematics is a unique process for every individual. (CCM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** WHAT IS ETHNOMATHEMATICS AND WHY SHOULDWE TEACH IT? Crossing Cultures: Communicating Through the Curriculum U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS E UCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) frpitni1ocument has been reproduced as received from the person or organization originating it.
    [Show full text]
  • Radical Love As Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation
    Journal of Urban Mathematics Education May 2021, Vol. 14, No. 1, pp. 71–95 ©JUME. https://journals.tdl.org/jume Radical Love as Praxis: Ethnic Studies and Teaching Mathematics for Collective Liberation Cathery Yeh Ricardo Martinez Chapman University University of Nebraska–Lincoln Sarah Rezvi Shraddha Shirude University of Illinois at Chicago Seattle Public Schools Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We de- scribe key concepts and examples of the ethos of ethnic studies. KEYWORDS: ethnic studies, love, mathematics for liberation, transformative resistance CATHERY YEH is an Assistant Professor at Chapman University in the Attallah College of Educational Studies, 1 University Dr., Orange, CA 92866; email: [email protected]. Her re- search focuses on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and organizing. RICARDO MARTINEZ is Assistant Professor in Mathematics Education in the Department of Teaching, Learning and Teacher Education at the University of Nebraska–Lincoln, 1430 Vine St., Lincoln, NE 68505; email: [email protected]. His research centers on paradigms of critical youth studies in mathematics education. SARAH REZVI is a doctoral student at the University of Illinois at Chicago in the College of Education, 1040 W. Harrison St., Chicago, IL 60607; email: [email protected].
    [Show full text]
  • From Ethnomathematics to Ethnocomputing
    1 Bill Babbitt, Dan Lyles, and Ron Eglash. “From Ethnomathematics to Ethnocomputing: indigenous algorithms in traditional context and contemporary simulation.” 205-220 in Alternative forms of knowing in mathematics: Celebrations of Diversity of Mathematical Practices, ed Swapna Mukhopadhyay and Wolff- Michael Roth, Rotterdam: Sense Publishers 2012. From Ethnomathematics to Ethnocomputing: indigenous algorithms in traditional context and contemporary simulation 1. Introduction Ethnomathematics faces two challenges: first, it must investigate the mathematical ideas in cultural practices that are often assumed to be unrelated to math. Second, even if we are successful in finding this previously unrecognized mathematics, applying this to children’s education may be difficult. In this essay, we will describe the use of computational media to help address both of these challenges. We refer to this approach as “ethnocomputing.” As noted by Rosa and Orey (2010), modeling is an essential tool for ethnomathematics. But when we create a model for a cultural artifact or practice, it is hard to know if we are capturing the right aspects; whether the model is accurately reflecting the mathematical ideas or practices of the artisan who made it, or imposing mathematical content external to the indigenous cognitive repertoire. If I find a village in which there is a chain hanging from posts, I can model that chain as a catenary curve. But I cannot attribute the knowledge of the catenary equation to the people who live in the village, just on the basis of that chain. Computational models are useful not only because they can simulate patterns, but also because they can provide insight into this crucial question of epistemological status.
    [Show full text]
  • How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses
    EURASIA Journal of Mathematics, Science and Technology Education, 2021, 17(2), em1939 ISSN:1305-8223 (online) OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/9673 Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses Uba Umbara 1,2*, Wahyudin Wahyudin 2, Sufyani Prabawanto 2 1 Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Kuningan, INDONESIA 2 Department of Mathematics Education, Universitas Pendidikan Indonesia, INDONESIA Received 25 March 2020 ▪ Accepted 10 January 2021 Abstract This article discusses Cigugur indigenous communities’ custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological
    [Show full text]
  • TEEM 2009 V1n1.Pub
    ISSN# Volume 1, Issue 1, Fall 2009 Teaching for Excellence and Equity In Mathematics a publication of an Affiliate Organization of the National Council of Teachers of Mathematics From the Editors ¡Bienvenidos! It is an exciting privilege to welcome everyone to the debut issue of this refereed TODOS journal: Teaching for Excellence and Equity in Mathematics . Let us introduce our TEEM team of editors. Cynthia Anhalt has been an editor and contributor for Noticias de TODOS and is currently on the Instructional Faculty in Mathematics Education at The University of Arizona in Tucson, AZ. Larry LesserLesser has also been an editor and contribu- tor for Noticias de TODOS and is an Associate Professor of Mathematics Education at The Uni- versity of Texas at El Paso. Miriam Leiva is the founding president of TODOS, is Distinguished Professor of Mathematics Emerita at the University of North Carolina Charlotte, and is an au- thor of Houghton Mifflin Harcourt Mathematics. Collectively, the editors have served on sev- eral national editorial or research boards, have published on equity/ELL issues in mathematics and statistics education, and have precollege teaching experience. Since its launch in Spring 2005, the semiannual periodical Noticias de TODOS has served as much more than TODOS’ newsletter by also including quality peer-reviewed and invited arti- cles on pedagogical activities, curriculum, and issues on topics of interest. This past winter, the Board of TODOS voted to create TEEM as a separate (for now, annual) publication to focus on teacher-oriented articles to incorporate ideas for excellence and equity into teaching practices. As stated in the flyer released at the 2009 NCTM annual meeting, TEEM ’s intended audience includes math educators, practitioners, leaders, and administrators at all levels.
    [Show full text]
  • The Ethnomathematics Posture As a Political Blow: Unveiling the Mysticism of Five Rhythms Present in Communitarian Mathematics Education
    THE ETHNOMATHEMATICS POSTURE AS A POLITICAL BLOW: UNVEILING THE MYSTICISM OF FIVE RHYTHMS PRESENT IN COMMUNITARIAN MATHEMATICS EDUCATION A POSTURA ETNOMATEMÁTICA COMO UM SOPRO POLÍTICO: REVELANDO O MISTICISMO DOS CINCO RITMOS PRESENTES NA EDUCAÇÃO MATEMÁTICA COMUNITÁRIA Mônica Mesquita [email protected] University of Lisbon and MARE Centre ABSTRACT In a dialectical movement, the very mysticism that operates the existing educational processes has been treated with deep mysticism in the academy. The paths that unravel this mysticism have been avoided, or even denied, both as an alibi that questions the scientific credibility of the study and as a discourse that rescues knowledge unworthy to human progress and success. To demystify, this essay presents an analysis on some research processes developed with multi-marginalized communities. The analysis begins with an overview of the bottom-up processes of human development in Europe, and opens up to research experiences both in Portugal and in Brazil, by supporting the establishment of a methodological theoretical structure that is transversal to these research experiences. An ethnomathematics posture rooted in critical ethnographic movements, and developed with a bottom-up research, promotes not only the possibility of breaking with the mysticism surrounding inter and intra-communitarian processes but also of witnessing the dance of communitarian bodies to the beat of five rhythms: cultural identity, self-governing, corporification, identification, and multicultural racism. These rhythms have revealed themselves as pivotal concepts in the development of communitarian mathematics education, and are here discussed in terms of transformation, emancipation, and civility that are objectified and conquered by means of this research, going beyond the hyper-valuation of the identity of micro- communitarism.
    [Show full text]
  • Dismantling Racism in Mathematics Instruction Exercises for Educators to Reflect on Their Own Biases to Transform Their Instructional Practice
    A Pathway to MAY 2021 Equitable Math Instruction Dismantling Racism in Mathematics Instruction Exercises for educators to reflect on their own biases to transform their instructional practice STRIDE 1 Dismantling Racism STRIDE 1 in Mathematics Instruction This tool provides teachers an opportunity to examine THEMES their actions, beliefs, and values around teaching math- Teacher Beliefs ematics. The framework for deconstructing racism in GUIDING PRINCIPLES mathematics offers essential characteristics of antiracist Culturally relevant curricula and math educators and critical approaches to dismantling practices designed to increase access for students of color. white supremacy in math classrooms by making visi- Promoting antiracist ble the toxic characteristics of white supremacy culture mathematics instruction. (Jones and Okun 2001; dismantling Racism 2016) with respect to math. Building on the framework, teachers engage with critical praxis in order to shift their instruc- CONTENT DEVELOPERS tional beliefs and practices towards antiracist math ed- Sonia Michelle Cintron ucation. By centering antiracism, we model how to be Math Content Specialist UnboundEd antiracist math educators with accountability. Dani Wadlington Director of Mathematics Education Quetzal Education Consulting Andre ChenFeng HOW TO USE THIS TOOL Ph.D. Student Education at Claremont Graduate While primarily for math educa- • Teachers should use this work- University tors, this text advocates for a book to self-reflect on individual collective approach to dismantling
    [Show full text]
  • Ethnomathematics: Challenging Traditional Notions of Mathematical Authority Christopher D
    University of the Pacific Scholarly Commons College of the Pacific aF culty Presentations All Faculty Scholarship 11-8-2001 Ethnomathematics: Challenging Traditional Notions of Mathematical Authority Christopher D. Goff University of Arizona, [email protected] Follow this and additional works at: https://scholarlycommons.pacific.edu/cop-facpres Part of the Mathematics Commons Recommended Citation Goff, C. D. (2001). Ethnomathematics: Challenging Traditional Notions of Mathematical Authority. Paper presented at American Studies Association (ASA) Annual Conference: Multiple Publics/Civic Voices in Washington, D.C.. https://scholarlycommons.pacific.edu/cop-facpres/472 This Conference Presentation is brought to you for free and open access by the All Faculty Scholarship at Scholarly Commons. It has been accepted for inclusion in College of the Pacific aF culty Presentations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Ethnomathematics: Challenging Traditional Notions of Mathematical Authority by Christopher Goff I am here today as an ambassador from the Western professional mathematical community. What follows are my views and opinions of Western mathematics, ethnomathematics, and mathematics education. Although I am not an expert on ethnomathematics, and although the actual subjects involved are more varied than this brief overview implies, I have tried to anticipate and answer the major questions. In order to help contextualize ethnomathematics, I will begin by briefly describing Western mathematics and mathematics education. The Western development of mathematics has as its goal a purely abstract system of thought. It strives to be more theoretical than computational—more logic than number. This goal was formed concurrently with the field itself, over two thousand years ago in ancient Greece.
    [Show full text]
  • Office of Inclusion and Diversity DEI Resource
    1 Equity, Diversity & Inclusion Glossary of Terms Adapted from Pacific University Oregon A Able-ism | The belief that disabled individuals are inferior to non-disabled individuals, leading to discrimination toward and oppression of individuals with disabilities and physical differences. Accessibility | The extent to which a facility is readily approachable and usable by individuals with disabilities, particularly such areas as the residence halls, classrooms, and public areas. Accomplice(s) | The actions of an accomplice are meant to directly challenge institutionalized racism, colonization, and white supremacy by blocking or impeding racist people, policies and structures. Acculturation | The general phenomenon of persons learning the nuances of or being initiated into a culture. It may also carry a negative connotation when referring to the attempt by dominant cultural groups to acculturate members of other cultural groups into the dominant culture in an assimilation fashion. Actor [Actions] | Do not disrupt the status quo, much the same as a spectator at a game, both have only a nominal effect in shifting an overall outcome. Adult-ism | Prejudiced thoughts and discriminatory actions against young people, in favor of the older person(s). Advocate | Someone who speaks up for themselves and members of their identity group; e.g. a person who lobbies for equal pay for a specific group. Age-ism | Prejudiced thoughts and discriminatory actions based on differences in age; usually that of younger persons against older. A-Gender | Not identifying with any gender, the feeling of having no gender. 2 Agent | The perpetrator of oppression and/or discrimination; usually a member of the dominant, non-target identity group.
    [Show full text]
  • Analyses Ethnomathematics
    e Analyses Ethnomathematics. Part 1 Compiled by U. D’Ambrosio, São Paulo (Brazil) Introduction cation compiled in 1991 by the Editorial Offices of both Ethnomathematics and its First the Mathematical Reviews and Zentralblatt für Mathe- matik, included Ethnomathematics (01A07). Doctoral the- International Congress ses on ethnomathematics have been submitted with suc- Granada (Spain), September 2–5, 1998 cess in several universities of the world. Ethnomathematicians are well organized as a commu- nity. The International Study Group on Ethnomathemat- Ubiratan D’Ambrosio, São Paulo (Brazil) ics (ISGEm) was founded in 1985 and has membership in several countries and publishes, twice a year, a Newsletter. The North American Chapter of the ISGEm is affiliated to Abstract: The First International Congress of Ethnomathematics the National Council of Teachers of Mathematics/NCTM. took place in Granada, Spain, from 2 to 5 September 1998, Courses, seminars, conferences, presentations in con- hosted by the University of Granada, with the support of several gresses, have given academic visibility to ethnomathemat- organizations. In this paper I make some considerations on the ics. Now, the First International Congress on Ethnomath- why’s and when of ethnomathematics as an academic research field and report on the ISGEm/International Study Group on ematics, brings this new research field to adulthood. Ethnomathematics and its first international congress. Essentially, what are the main goals of ethnomathemat- ics? It is a very peculiar research field, in which new Kurzreferat: Ethnomathematik und ihr erster internationaler directions in historiography and interpretation represent, Kongress. Dieser Beitrag umfaßt einen Überblick über die even more than the results, an important goal.
    [Show full text]
  • Teaching for Excellence and Equity in Mathematics
    Vol. 10, No. 1 Summer 2019 ISSN 2153-0173 online Teaching for Excellence and Equity in Mathematics An Affiliate Organization of the National Council of Teachers of Mathematics TEACHING FOR EXCELLENCE AND EQUITY IN MATHEMATICS Editor-in-Chief Marta Civil The University of Arizona Editors Ksenija Simic-Muller Pacific Lutheran University M. Alejandra Sorto Texas State University Craig Willey Indiana University-Purdue University Indianapolis Associate Editor Lawrence M. Lesser The University of Texas at El Paso Founding Editors Cynthia Oropesa Anhalt, The University of Arizona Miriam A. Leiva, University of North Carolina Charlotte, Emerita Lawrence M. Lesser, The University of Texas at El Paso TEACHING FOR EXCELLENCE AND EQUITY IN MATHEMATICS 3 VOL. 10, NO. 1 SUMMER 2019 TEACHING FOR EXCELLENCE AND EQUITY IN MATHEMATICS IN THIS ISSUE From the Editors ........................................................................................................................... 5 Why Recreate the Wheel when Collaboration is Key? Implementing Strategies for Success across Student Groups .................................................................................................... 6 Amanda E. Lowry, Rutgers University Melinda (Mindy) Eichhorn, Gordon College Kristen Burke, Gordon College Poetry Corner .............................................................................................................................. 16 The Co-Construction of Competence: An Activity System Perspective for Leveraging and Strengthening Students’ Language
    [Show full text]