Questions from ethnomathematics trajectories
Tipo de documento
Autores
Lista de autores
Andersson, Annica y Wagner, David.
Resumen
The purpose of this discussion paper is to explore and critically reflect on trajectories of ethnomathematics in research practice. This begins with our own narratives followed by an overview of ethnomathematics within MES conversations as empirical data. From these, we raise questions focusing on the place of ethnomathematics research and practice and on what this says about our academic culture/community.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Etnomatemática | Reflexión sobre la enseñanza | Situado sociocultural
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
270 - 283
Referencias
Andersson, A. (2011a). A “curling teacher” in mathematics education: teacher identities and pedagogy development. Mathematics Education Research Journal. 23(4), 437–454. Andersson, A. (2011b). Engagement in education: identity narratives and agency in the contexts of mathematics education. Published doctoral thesis. Aalborg: Aalborg University, Uniprint. Andersson, A., & Valero, P. (2014). Negotiating critical pedagogical discourses: Contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds), Critical mathematics education: theory, praxis and reality (pp. 203–228). Charlotte, NC: Information Age Publishing. Battiste, M. (2013). Decolonizing education: nourishing the learning spirit. Saskatoon: Purich. Bishop, A. (1991). Mathematical enculturation: a cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers. D’Ambrosio, U. (1985). Socio-cultural bases for mathematics education. Unicamp: Campinas, Brazil. D’Ambrosio, U. (1998). Literacy, matheracy and technocracy. The new trivium for the era of technology. Proceedings of MEAS, Nottingham. Gutstein, E. (2010). Our issues, our people: mathematics as our weapon. Proceedings of MES 6, Berlin, pp. 270–279. Mukhopadhyay, S. (2013). The mathematical practices of those without power, Proceedings of MES 7, Cape Town, 94–102. Powell, A. (2002). Ethnomathematics and the challenges of racism in mathematics education. Proceedings of MES 3, Helsingør, pp. 1-15. Wagner, D. (2009). If mathematics is a language, how do you swear in it? The Montana Mathematics Enthusiast, 6(3), 449–458. Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. Educational Studies in Mathematics, 72(1), 1–15. Wagner, D., & Lunney Borden, L. (2012). Aiming for equity in (ethno) mathematics research. In Herbel-Eisenmann, B., Choppin, J., Pimm, D. & Wagner, D. (eds.) Equity in discourse for mathematics education: Theories, practices, and policies (pp. 69–88). New York: Springer. Zolkower, B., & de Freitas, E. (2010). What’s in a text: engaging mathematics teachers in the study of whole-class conversations. Proceedings of MES 6, Berlin, 508–517.