The Intellectual Contributions of Ubiratan D’Ambrosio to Ethnomathematics

Referencias

D’Ambrosio, U. (1976) Objectives and goals of mathematics education, Proceedings of the 3rd International Congress of Mathematics Education, Karlsruhe, Germany (Paris: LINES CO, 1979). D’Ambrosio, U.(1977). Science and Technology in Latin America during its discovery. Impact of Science on Society, 27(3), 267-274. D’Ambrosio, U. (1979). Overall goals and objectives of mathematics education. In: New Trends in Mathematics Teaching IV . Paris: UNESCO/ICMI, pp. 180–198. D’Ambrosio, U. (1980). Mathematics and society: Some historical and pedagogical implications, International Journal of Mathematics Education in Science and Technology, 11(4), 479-488. D’Ambrosio, Ubiratan (1980). Uniting reality and action: a holistic approach to mathematics education, in Teaching Teachers. Teaching Students edited by L.A. Steen & D.J. Albert, Boston: Birkhauser, pp. 33-42. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Teaching and Learning of Mathematics, p. 44-48. D’Ambrosio, U. (1985). Socio-cultural bases for mathematics education. Sao Paulo: UNICAMP, Campinas. D’Ambrosio, U: (1985). Mathematical education in a cultural setting, International Journal of Mathematics Education in Science and Technologv, 16(4), 469-477. D’Ambrosio, U. (1985). A methodology for Ethnoscience: The need for alternative epistemologies Theoria Segunda Epoca (San Sebastian), 1(3), pp.397-409. D’Ambrosio, U. (1986). Matematica per paesi ricchi e paesi poveri: anologie e differnze, L’Educazi one Matematica (Cagliari), 1(2), 187-197. D’Ambrosio, U. (1986). Culture, cognition and science learning. In J.J. Gallager & G. Dawson (eds.), Science education and cultural environment in the Americas (pp.85- 92). Washington: NSTA/NSF/OAS. D’Ambrosio, U. (1986). Some reflections on the western mode of thought. In Eiji Hat- tori (Ed.), Science and the boundaries of knowledge: The prologue of our cultural past (Final Report of Venice Symposium). Paris: UNESCO. D’Ambrosio, U. (1987). Reflections on Ethnomathematics. ISGEm Newsletter, 3(1), 3-4. D’Ambrosio, U. (1988). A research program in the history of ideas and cognition. ISGEm Newsletter, 4(1), 5-7. D’Ambrosio; U. (1988). Da realidades a acao: Reflexoes sobre educação matemática, Summus Editorial, Sao Paulo, 1986 (2a. edicao 1988). D’Ambrosio, U: (1988). Socio-cultural influences in the transmission of scientific knowledge and alternative methodologies. Cuadernos de Quipu, 2, 25-133. D’Ambrosio, U. (1990). Etnomatemática: Arte ou técnica de explicar e conhecer. Sao Paulo, Brazil: Editora Atica. (Translated into English as Ethnomathematics: The art or technique of explaining and knowing by ISGEm.) D’Ambrosio, U. (1991). Ethnomathematics and its place in the history and pedagogy of mathematics. In Harris, M. (ed.) School mathematics and work, London: Falmer Press, p. D’Ambrosio, U. (1993). Etnomatemática: Um programa. Educação Matemática, 1(1). 1993. D’Ambrosio, U. & Ascher, M. (1994). Ethnomathematics: A dialogue. For the Learning of Mathematics, 14(2), 36-43. D’Ambrosio, U. (1996). Educação matemática: Da teoria a prática. Campinas, Brazil: Papyrus. D’Ambrosio, U. (1997). Preface. In: Powell, A. & Frankenstein, M. Ethnomathematics: Challenging Eurocentrism in Mathematics Education. New York: SUNY Press. D’Ambrosio, U. (2003). Stakes in mathematics education for the societies of today and tomorrow, Monographie de L?Enseignement Mathematique (39), 301–316 D’Ambrosio, U. (2004). A reflection on Ethnomathematics: Why teach Mathematics? Retrieved April 30, 2011, from http://vello.sites.uol.com.br/why.htm. D’Ambrosio, U. (2006). The scenario 30 years after. Retrieved April 30, 2011, from http://www.math. auckland.ac.nz/Events/2006/ICEM-3/1.Keynote/ D%27 Ambrosio-plenary-prez.ppt. To keep up with Ubi’s publications at his website go to: http://vello.sites.uol.com.br/ubi.htm .