Dignity, recognition, and reconciliation: forgiveness, ethnomathematics, and mathematics education

Referencias

Appelbaum, P. (1995). Popular culture, educational discourse, and mathematics. Albany, NY: State University of New York Press. Appelbaum, P. (2008). Embracing mathematics: on becoming a teacher and changing with mathematics. New York, NY: Routledge. Appelbaum, P., & Stathopoulou, C. (2015). Critical issues in culture and mathematics learning. In L. D. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (pp. 336-358). New York, NY: Routledge. Appelbaum, P., Stathopoulou, C., Govaris, C., Gana, E. (2015). Culture is bricks, stones and tiles randomly thrown (Λίθοι, πλίνθοι και κέραμοι ατάκτως ερριμμένα). Quaderni di Ricerca in Didattica - Mathematics, 25(2), 571-578. Arendt, H. (1963/2013). The human condition. Chicago, IL: The University of Chicago Press. Barton, B. (1996). Ethnomathematics: exploring cultural diversity in mathematics. Unpublished doctoral dissertation, the University of Auckland. Battiste, M. (1998). Enabling the autumn seed: toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16-27. Biesta, G. (2006). Beyond learning: democratic education for a human future. New York, NY: Paradigm Publishers. Bishop, A. (1988). Mathematical enculturation: a cultural perspective on mathematics education. Boston, MA: Kluwer Academic Publishers. Borba, M. C. (1990). Ethnomathematics and education. For the learning of mathematics 10(1), 39-43. Butler, J. K., Ng-A-Fook, N., Vaudrin-Charette, J., & McFadden, F. (2016). Living Between truth and reconciliation: responsibilities, colonial Institutions, and settler scholars. TCI - Transnational Curriculum Inquiry, 12(2), 44-63. Cimen, O. A. (2014). Discussing ethnomathematics: is mathematics culturally dependent?. Procedia-Social and Behavioral Sciences, 152, 523-528. Cline-Cohen, P. (1982). A calculating people: the spread of numeracy in early America. Berkeley, CA: University of California Press. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48. D'Ambrosio, U. (1989). A research program and a course in the history of mathematics: ethnomathematics. Historia Mathematica, 16, 285-288. D'Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the learning of mathematics, 10(3), 20-23. D’Ambrosio, Ubiratan. 1999. Ethnomathematics and its First International Congress. ZDM, 31(2), 50-53. D’Ambrosio, U. (2007). Peace, social justice and ethnomathematics. International perspectives on social justice in mathematics education, Monograph 1, 25-34. D'Ambrosio, U., & D'Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4(1), 19-25. D’Ambrosio, U. (2006). Ethnomathematics: link between traditions and modernity. Rotterdam, The Netherlands: Sense Publishers. D’Ambrosio, U. (2009). Nonkilling mathematics. In J. E. Pim (Ed.), Toward a nonkilling paradigm (pp. 239–268). Honolulu, HA: Center for Global Nonkilling. Davis, P., & Hersh, R. (1986). Descartes' dream: the world according to mathematics. San Diego, CA: Harcourt, Brace, Jovanovich. Eglash, R. (1999). African fractals: modern computing and indigenous design. New Brunswick, NJ: Rutgers University Press. Favilli, F., Oliveras, M. L., & César, M. (2003). Bridging mathematical knowledge from different cultures: proposals for an Intercultural and interdisciplinary curriculum. International Group for the Psychology of Mathematics Education, 2, 365-372. Ferreira, R. (2010). Philosophical reflections prompted by the principles of ethnomathematics. ZDM, 42(3-4), 371-380. François, K., & Van Bendegem, J. P. (Eds.). (2007). Philosophical dimensions in mathematics education (Vol. 42). New York, NY: Springer Science & Business Media. Geertz, C. (1973a). Religion as a cultural systems. In The interpretation of cultures: selected essays (pp. 87–125). New York, NY: Basic Books. Geertz, C. (1973b). Thick description: toward an interpretive theory of culture. In The interpretation of cultures: selected essays (pp. 3–30). New York, NY: Basic Books. Gerdes, P. (1994). Reflections on Ethomathematics. For the Learning of Mathematics, 14(2), 19-21. Gilligan, C. (1982). In a different voice: psychological theory and women's development. Cambridge, MA: Harvard University Press. Govaris, Ch. (2013). Intercultural pedagogy thoughts and positions from the perspective of the theory of education. In: Govaris (Ed.). Teaching and Learning in Intercultural School (pp.17-30). Athens, Greece: Gutenberg. Gutiérrez, R. (2010). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. Knott, M.L. (2011). Unlearning with Hannah Arendt. New York, NY: Other Press. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491. Lal, D. (2014). Can mathematics educate for peace? International Journal of Education for Peace and Development, 2(1), 47-50. Leonard, J., & Martin, D. B. (Eds.) (2013). The brilliance of Black children in mathematics: beyond the numbers and toward new discourse. Charlotte, NC: Information Age Publishers. Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport, CT: Ablex. Martin, D. (Ed.) (2009). Mathematics teaching, learning, and liberation in the lives of Black children. London, England: Routledge. Martin, D. B. (2000). Mathematics success and failure among African-American youth: the roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum Associates. Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: an examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70. Paraskeva, J. (2015). Curriculum epistemicide: towards an itinerant curriculum theory. New York, NY: Routledge. Pinxten, R. (2016). MULTIMATHEMACY: anthropology and mathematics education. Switzerland: Springer. Polanyi, M. (1974). Personal Knowledge: towards a post-critical philosophy. Chicago, IL: University of Chicago Press. Rosa, M., & Orey, D. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática, 4(2), 32-54. Scott, P. (2013). The intellectual contributions of Ubiratan D’Ambrosio to ethnomathematics. Cuadernos de Investigación y Formación en Educación Matemática, 7(10), 241-246. Stathopoulou, Ch. (2005). Ethnomathematics: exploring the cultural dimension of mathematics and of mathematics education. Athens, Greece: Atrapos. Stathopoulou, C., Govaris, C., Appelbaum, P., Gana, E. (2014). Bridging students out- and in- school knowledge: teaching young Roma children mathematics and language through their everyday experience. Quaderni di Ricerca in Didattica, 24(1), 329-335. Tate, W. F., Anderson, C. R., & King, K. (Eds.) (2011). Disrupting tradition: pathways for research and practice in mathematics education. Reston, VA: National Council of Teachers of Mathematics. Téllez, K., Moschkovich, J. & Civil, M. (2011). Latinos/as and mathematics education: research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishing. Walkerdine, V. (1987). The mastery of reason: cognitive development and the production of meaning. New York, NY: Routledge. Walshaw, M. (2007). Working with Foucault in education. Rotterdam, The Netherlands: Sense Publishers.