Ethnomathematics and education: some thoughts on the allegation of recent developments and current directions
Tipo de documento
Autores
Lista de autores
Horsthemke, Kai.
Resumen
In 1996, Barton wrote: ‘Very little of the ethnomathematical literature is explicit about its philosophical stance’, which he considers to be ‘one of the areas’ that ‘must be addressed if the subject is to gain wider legitimacy in mathematical circles’. In 2003, Barton, Adam and Alangui took issue with a recent, critical investigation of ethnomathematics, especially of its relationship with academic mathematics regarding teaching and learning. They dismiss the largely philosophical questions raised by Rowlands and Carson by suggesting that ‘the role of ethnomathematics in mathematics education is now predominantly an empirical matter’. What has happened in the interim that has contributed to this alleged shift? Is it true, now that the political and philosophical questions have been taken care of, that ethnomathematics is used successfully ‘as a framework in the teaching of mathematics’? This view appears to rely for its plausibility partly on the work discussed in the two International Congresses on Ethnomathematics, and partly on the ‘promise’ of studies in indigenous knowledge. The underlying idea is that a philosophical, conceptual inquiry regarding ethnomathematics is now passé – and that any critique must address the empirical issues around curricular reliance on ethnomathematics and evaluate the results. In this paper, I argue that any dismissal of philosophical engagement with the plausibility and viability of ethnomathematics on the grounds alluded to above smacks of mere verbal legislation. Furthermore, I illustrate, through an analysis and critique of recent perspectives, that the philosophical debate around ethnomathematics is both alive and warranted – indeed, crucial.
Fecha
2006
Tipo de fecha
Estado publicación
Términos clave
Educación Matemática crítica | Etnomatemática | Historia de la Educación Matemática | Otra (disciplinas) | Reflexión sobre la enseñanza | Sociología
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Editores (actas)
Domite, Maria | Gorgorió, Núria | Liblik, Ana Maria | Martins, Berlane | Poisard, Caroline
Lista de editores (actas)
Domite, Maria, Gorgorió, Nuria, Liblik, Ana Maria, Martins, Berlane y Poisard, Caroline
Editorial (actas)
Lugar (actas)
Referencias
Adam, S., Alangui, W. and Barton, B. (2003) A comment on: Rowlands and Carson ‘Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review’, Educational Studies in Mathematics 52, 327-335 Ascher, M. (2002) The Kolam tradition, American Scientist 90, 57-63 Ascher, M. and D’Ambrosio, U. (1994) Ethnomathematics: a dialogue, For the Learning of Mathematics 14 (2), 36-43 Barton, B. (1996) Making sense of ethnomathematics: Ethnomathematics is making sense, Educational Studies in Mathematics 31 (1), 201-233 Barton, B. (1999a) Ethnomathematics: A political plaything, For the Learning of Mathematics 19 (1), 32-35 Barton, B. (1999b) Ethnomathematics and philosophy, Zentralblatt für Didaktik der Mathematik 1999/2, 54-58 Barton, B. (2004) Mathematics and mathematical practices: where to draw the line?, For the Learning of Mathematics 24 (1), 22-24 Contreras. L., Morales, J. and Ramírez, J. (eds) (1999) Ethnomathematics and mathematics education: Building an equitable future, Proceedings of the First International Conference on Ethnomathematics (ICEM1), CD Rom, Universidad de Granada, Granada, Spain D’Ambrosio, U. (2006) ‘Ethnomathematics: The scenario 30 years after’, plenary presentation, Third International Conference on Ethnomathematics: Cultural Connections and Mathematical Manipulations, Auckland/ New Zealand, 12-16 February De Monteiro, M., (ed) (2002) Proceedings of the Second International Conference on Ethnomathematics (ICEM2), CD Rom, Lyrium Communacacão Ltda., Ouro Preto, Brazil Horsthemke, K. (2004a) ‘Indigenous knowledge’ – Conceptions and misconceptions, Journal of Education 32, 31-48 Horsthemke, K. (2004b) Knowledge, education and the limits of Africanisation, Journal of Philosophy of Education 38 (4), 571-587 Lipka, J. (2002) Connecting Yup’ik elders’ knowledge to school mathematics, in M. de Monteiro (ed) Proceedings of the Second International Conference on Ethnomathematics (ICEM2), CD Rom, Lyrium Communacacão Ltda., Ouro Preto, Brazil Rowlands, S. and Carson, R. (2002) Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review, Educational Studies in Mathematics 50, 79-102 Rowlands, S. and Carson, R. (2004) A comment on Adam, Alangui, and Barton’s ‘A comment on: Rowlands and Carson “Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review”’, Educational Studies in Mathematics 56(2-3), 329-342