Resumen

The acquisition of both local (emic) and global (etic) knowledge forms an important goal for the implementation of ethnomodelling research. Local knowledge (emic) is essential for an intuitive and empathic understanding of mathematical ideas, procedures, and practices developed throughout history. Global knowledge (etic) is essential for the achievement of cross-cultural comparisons that demand standard analytical units and categories to enable communication. Glocalization (dialogic) uses both local and global knowledge through dialogue, and interaction through translation. We define ethnomodelling as the study of mathematical phenomena within a culture because it is a culturally bound social construct while ethnomodelling brings cultural aspects of mathematics into the mathematical modelling process. The main objective of this theoretical article is to share our reflections from feedback from ongoing work in ethnomodelling. In this article we discuss the local, global, and glocal approaches necessary for the development of ethnomodeling research.