Meus Recursos Etnomatemáticos
My Ethnomathematics Resources
Important Links \\ Links importantes
ISGEm International Study Group on Ethnomathematics
Journal of Mathematics and Culture
GEPTEMaC: Grupo de Estudos e Pesquisas sobre Tendências da Educação Matemática e Cultura
Ethnomathematics Graduate Certificate at The University of Hawai'i
Instituto de Investigación en Etnociencias (IIE) - Equador
The Ethnomodeling Task Repository @ Eastern Connecticut State University
Equity and Culture in Mathematics Education
Matemática Humanista - YouTube
VEm Brasil - EtnoMatemaTicas Brasis
La Red Internacional de Etnomatemática
Biblioteca Digital EtnoMatemaTicas (BDEm)
The Global Center for Non-Killing
O Grupo de Pesquisa de Etnomatemática na Universidade Federal de Ouro Preto
TRIMOP: A Trilha das Matemáticas de Ouro Preto / The Ouro Preto Math Trail
The Pi Day Activity Collection // A coleção de atividades do dia do Pi
O Etno-MIF: Introdução às Etnociências
Matemática Humanista -- Canal Matemática Humanista
Matemáticas del Pueblo. People´s Math
CENTRO DE INVESTIGACION CIENTIFICA Y CULTURAL - Guatemala
Part of the book series: Advances in Mathematics Education (AME)
Editors: Marcelo C. Borba & Daniel C. Orey
Celebrates the life and work of Ubiratan D’Ambrosio
Contains chapters by international scholars
Includes examples of past, present, and ongoing (future) studies
Felix Klein Award 2005
If you want to refer to the whole unit, use:
Rosa, M. & Clark Orey, D. (2024). ICMI AMOR Project – Ubiratan D’Amrosio Unit – Ethnomathematics as a Program for Mathematics Education. https://www.mathunion.org/icmi/awards/amor/ubiratan-dambrosio-unit.
In the continuation of KUSOED Webinar Series 2021 on Mathematics Education, STEAM Education, and Transformative STEAM Education, the Department of STEAM education, KUSOED is organizing the third webinar on 22May 2021 (जेष्ठ ८ गते २०७८).
We are dedicating this webinar to the Father of Ethnomathematics Ubiratan D'Ambrosio by sharing theories and national and international practices related to Ethnomathematics.
Talks, Plenaries, Speeches, Charlas & Palestras
Los fenómenos naturales y su relación con los sistemas numéricos mayas
8.a CONFERENCIA INTERNACIONAL DE ETNOMATEMÁTICA
Domingo Yojcom Rocché - Centro de Investigación Científica y Cultural - Guatemala
From an Imprecise Precision: Reflections on the Connections Between Culture and Modelling
Keynote Speech for the 1st International Conference on Sociocultural Issues in Mathematics Education (ICSIME1)
The Department of Mathematics And ICT Education, UCC - Ghana
Linköping University, 10-15 August 2025
Cali Colombia, versión en línea con diapositivas de preguntas que enviaron - 20 de marzo de 2026
Etnomodelació: conexión entre las
Etnomatemáticas y la perspectiva
sociocultural de la modelación
RELME 2025 - Bogotá
DECOLONIZACIÓN: REFLEXIONES SOBRE LA CONEXIÓN ENTRE LAS ETNOMATEMÁTICAS A TRAVÉS DE LA ETNOMODELACIÓN
Leveraging Mathematical Modeling for Action and Education Toward Social Justice - Oaxaca, Mexico May 2025
Etnomodelación: conexión entre las etnomatemáticas y la perspectiva sociocultural de la modelación
SIMPOSIO MEM 2025
viernes 21 y sábado 22 de febrero 2025 ero
6ª Live| Etnociências e Etnomatemática no contexto social (Dr. Milton Rosa)
Durante a Webconferência o Dr. Milton Rosa, da UFOP, debaterá sobre Etnociências e Etnomatemática no contexto social, a partir de alguns pontos principais: 1. Uma breve introdução à Etnociência no contexto social; 2. Uma breve introdução à Etnomatemática no contexto social; 3. A importância das etno-x no contexto sociocultural; 4. Interlocuções polissêmicas entre a etnociência e a etnomatemática no contexto sociocultural.
Ethnomathematics + Mathematical Modelling = Ethnomodelling
Filamer Christian University - Roxas City, Philippines May 7, 2021
ETHNOMATHEMATICS AND NEPAL: A FEW SUGGESTIONS FROM YOUR BRAZILIAN UNCLE
PRESENTATION NOVEMBER 2019
TRIBUVAN UNIVERSITY AND KATHMANDU UNIVERSITY
Links PPTS
e-Almanaque EtnoMatemaTicas Brasis: Lançamento Geral - General Release
APRESENTAÇÃO - O Etno dos Excluídos - Carlos Mathias
04.09.18 CALIFORNIA STATE UNIVERSITY, SACRAMENTO: EXPLORING DIALOGIC APPROACHES IN ETHNOMODELLING: TRANSLATING LOCAL AND GLOBAL MATHEMATICAL KNOWLEDGE The lecture link via youtube
Glocalização e Etnomatemática Sobre o dinamismo dos encontros entre culturas - Milton Rosa ENEM 2019
Desvio positivo nas práticas de educadores matemáticos: alguns exemplos - Milton Rosa - ICOCEME2
TEDGlobal 2007 : Ron Eglash - The Fractals at the Heart of African Designs
Learnings from Rosa and Orey’s ‘Ethnomathematics: The Cultural Aspects of Mathematics’
Ethnomodeling // Etnomodelagem
Etnomodelagem. A Arte de Traduzir Práticas Matemáticas Locais
Editora Editora Livraria da Física
Área MATEMÁTICA
Idioma Português
Número de páginas 178
Edição 1A.ED. 2017
ISBN 9788578614577
EAN 9788578614577
Os estudos socioculturais constituem uma maneira de descrever e explicaras experiências humanas em suas interações sociodinâmicas
locais e globais. Neste livro seus autores, Milton Rosa e Daniel Orey,
apresentam argumentos, reflexões teóricas e métodos para se operar investigações em direção à representação e explicação dessa dinâmica sociocultural em suas perspectivas locais, com base na mobilização do conhecimento matemático local em conexão como o global para se estabelecer uma compreensão holística das práticas matemáticas desenvolvidas por grupos socioculturais específicos. Propõem conexões entre a etnomatemática e a modelagem, por meio da etnomodelagem como um programa de pesquisa que visa estudar fenômenos matemáticos desenvolvidos em contextos culturais locais. O livro mostra como pesquisas que envolvem práticas matemáticas de grupos culturais distintos são localmente desenvolvidas e utilizadas no cotidiano do próprio grupo, a partir de um ambiente definido pela sua história, linguagem e cultura. O leitor encontrará interpretações de fazeres e saberes de grupos culturalmente diferenciados, explicados com detalhes
e reflexões teóricas sobre a fundamentação desses fazeres e saberes. Trata-se de uma importante contribuição aos fundamentos e métodos para a pesquisa em Educação (Etno)Matemática.
Iran Abreu Mendes
About this book
This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge thatbuilds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling
La modelación en la vida de la Gente
Un programa alternativo para la enseñanza y el aprendizaje de las matemáticas
By Francisco Cordero, Pablo Carranza, Milton Rosa, Daniel Orey
La educación de la matemática requiere cambios sustanciales que favorezcan el bienestar social en diversas dimensiones: entre las más importantes la equidad de los saberes matemáticos para incluir epistemologías tradicionalmente excluidas de la matemática escolar. En este libro se plantea, con evidencia empírica, que hay una categoría de modelación matemática propia de la gente, propicia para ser estudiada con fines didácticos. Esta categoría, valora las relaciones horizontales y recíprocas entre la matemática y el mundo real. Además, hace reflexionar sobre la importancia de concluir investigaciones latinoamericanas como resistencia al centralismo europeo. La axiomática de la matemática universal, pero los usos y significados que propician su aprehensión o no. Se presentan tres programas de modelación matemática, cuyos nacimientos surgieron en Latinoamérica, en formas distintas: Argentina, Brasil y México. Cada programa aborda los usos y significados del conocimiento matemático fuera de la escuela, que emergen en comunidades: etnias o pobladores, estudiantes con compromisos de bienestar social, y estudiantes y profesionistas de diversos dominios de conocimiento. Los tres programas son puestos como ejes para generar un espacio tridimensional que conforma un corpus del saber matemático para el cambio educativo. El lector encontrará un tratamiento de la matemática escolar construido en Latinoamérica, permeado de una cosmovisión que responde a la otra parte olvidada, la inclusión, la democracia y la equidad, que, además, favorece un conocimiento matemático verdaderamente educativo dada la familiaridad de quienes aprenden y enseñan con la epistemología puesta en juego.
Interacciones polisémicas de las etnomatemáticas como un programa: interfaces con la acción pedagógica, la ética de la diversidad, la justicia social y la paz total: Evidencias de campo
De acordo com as diversas perspectivas culturais e contextos internacionais, este livro destaca muitas interlocuções polissêmicas da Etnomatemática como um Programa de educação matemática com distintas áreas do conhecimento etnográfico, principalmente em relação às muitas concepções teóricas, filosóficas e metodológicas que cada um de nós traz de nossas experiências fora da academia e que podem promover um senso de curiosidade e cidadania em nossa busca comum por paz e justiça social. Em consonância com as diversas perspectivas culturais e contextos internacionais, este livro destaca muitas interlocuções polissêmicas da Etnomatemática como um Programa de educação matemática com diferentes áreas do conhecimento etnoxista, principalmente em relação às múltiplas concepções teóricas, filosóficas e metodológicas que cada um de nós traz de nossas experiências fora da academia e que podem promover um senso de curiosidade e cidadania em nossa busca comum por paz e justiça social.
Ethnomodelling as the Translation of Diverse Cultural Mathematical Practices
First Online: 04 October 2019
Abstract
One of the major dilemmas in mathematics education in contemporary society is its hidden bias towards a western orientation in its scholarly and research paradigms. While being mindful of emerging glocalization of science, mathematics, religion, art, music, and other aspects of a given culture, the use of innovative or what may seem alternative approaches and methodologies is necessary to record historically diverse forms of mathematical knowledge that occur in distinct cultural contexts. With 500 years of colonization of science and mathematics, it seems important at this critical stage of human development that people look at diverse traditions in the field. So, it is that the authors have come to apply fundamentally different philosophies, modelling techniques, and an ethnomathematical perspective to the mathematics curriculum. It is the linking of mathematics and culture that the authors find appropriate and necessary for a deeper understanding of the development of mathematical knowledge aimed at providing a holistic comprehension of human behavior. It is important to develop an understanding of the role of ethnomathematics and modelling processes in the development of an innovative theoretical basis for ethnomodelling, which uses emic, etic, and dialogic approaches in its investigation process. In this theoretical chapter, the authors demonstrate how ethnomodelling is a pedagogical action for the process of teaching and learning mathematics that challenges the prevailing way of the universality of mathematics and the thinking involved therein.
O livro Influências etnomatemáticas em salas de aula: caminhando para a ação pedagógica busca associar os conteúdos matemáticos com as abordagens pedagógicas que são utilizadas no processo de ensino e aprendizagem da Matemática na área educacional, pois a aquisição do conhecimento matemático pode ser influenciada de acordo com as considerações culturais dos indivíduos que participam da comunidade escolar. Dessa maneira, o principal objetivo deste livro é discutir as influências culturais existentes no processo de ensino e aprendizagem em Matemática que é desencadeado em salas de aula por meio do debate sobre a dualidade entre o conhecimento matemático adquirido dentro e fora do ambiente escolar. Essa discussão pode proporcionar uma atitude reflexiva sobre as ações pedagógicas, na perspectiva etnomatemática, que é necessária para o trabalho educacional com as comunidades escolares. O trabalho pedagógico, assim direcionado, permite uma análise mais abrangente do contexto escolar, pois as práticas pedagógicas transcendem o espaço físico e passam a acolher os saberes e fazeres presentes no contexto sociocultural dos alunos. A proposta pedagógica da utilização de influências etnomatemáticas em salas de aula é tornar a matemática viva ao trabalhar com situações reais, no tempo e no espaço, por meio de análises, questionamentos e críticas sobre os fenômenos cotidianos, pois é na própria comunidade que a escola, em seu trabalho pedagógico, pode encontrar o conteúdo dos elementos didáticos e pedagógicos necessários para o desenvolvimento do currículo matemático. Assim, esperamos que este livro possa auxiliar no aprofundamento dos conhecimentos e das discussões relacionadas com as influências etnomatemáticas em sala, que visa a compreender as suas implicações pedagógicas no processo de ensino e aprendizagem em matemática, pois existe a necessidade de compreendermos a congruência cultural entre os saberes adquiridos na comunidade escolar e na escola.
Current and Future Perspectives of Ethnomathematics as a Program ICME-13 Topical Surveys
This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education.
About this book
This book documents ongoing research and theorizing in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in people’s everyday lives as well as sophisticated new problems for society at large. Mathematical tradition in China that emphasizes algorithm and computation has now seen a renaissance in mathematical modelling and applications where China has made significant progress with its economy, science and technology. In recent decades, teaching and learning of mathematical modelling as well as contests in mathematical modelling have been flourishing at different levels of education in China. Today, teachers and researchers in China become keener to learn from their colleagues from Western countries and other parts of the world in research and teaching of mathematical modelling and applications. The book provides a dialogue and communication between colleagues from across the globe with new impetus and resources for mathematical modelling education and its research in both West and East with new ideas on modelling teaching and practices, inside and outside classrooms. All authors of this book are members of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), the peak research body into researching the teaching, assessing and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace. The book is of interest to researchers, mathematics educators, teacher educators, education administrators, policy writers, curriculum developers, professional developers, in-service teachers and pre-service teachers including those interested in mathematical literacy.
This book addresses numerous issues related to ethnomathematics and diverse approaches to it in the context of mathematics education. To help readers better understand the development of ethnomathematics, it discusses its objectives and assumptions with regard to promoting an ethics of respect, solidarity, and cooperation across and for all cultures. In turn, the book addresses a range of aspects including pedagogical action, culturally relevant pedagogy, innovative approaches to ethnomathematics, and the role of ethnomathematics in mathematics education.
Ethnomathematics offers educators a valuable framework for transforming mathematics so that it can more actively contribute to realizing the dream of a just and humane society. As such, its primary goal is to forge mathematics into a powerful tool to help people create a society characterized by dignity for all, and in which iniquity, arrogance, violence, and bigotry have no place.
Ethnomathematics in Action: Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities
This book presents a collection of ethnomathematical studies of diverse mathematical practices in Afro-Brazilian, indigenous, rural and urban communities in Brazil. Ethnomathematics as a research program aims to investigate the interrelationships of local mathematical knowledge sources with broader universal forms of mathematics to understand ideas, procedures, and practices found in distinct cultural groups. Based on this approach, the studies brought together in this volume show how this research program is applied and practiced in a culturally diverse country such as Brazil, where African, indigenous and European cultures have generated different forms of mathematical practice.
These studies present ethnomathematics in action, as a tool to connect the study of mathematics with the students’ real life experiences, foster critical thinking and develop a mathematics curriculum which incorporates contributions from different cultural groups to enrich mathematical knowledge. By doing so, this volume shows how ethnomathematics can contribute in practice to the development of a decolonial mathematics education.
Ethnomathematics in Action: Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities will be of interest to educators and educational researchers looking for innovative approaches to develop a more inclusive, democratic, critical, multicultural and multiethnic mathematics education.
Apresentamos o número temático “Etnomatemática: caminhos, bifurcações e encruzilhadas” da Revista Interdisciplinar de Ensino de Ciências e Matemática (RIECim) publicação semestral do Programa de Pós-graduação de Ensino de Ciências e Matemática (PPGEcim/UFT).
Os 10 artigos desta coletânea versam sobre várias temáticas: a formação de professores na perspectiva da Etnomatemática como programa subversivo, as concepções de cultura nas pesquisas da área, a Etnomatemática como resistência ao neoliberalismo que nos habita e os saberes como fonte de produção de conhecimentos.
Math Is a Verb: Activities and Lessons from Cultures Around the World
By Jim Barta, Ron Eglash, Cathy Barkley
“Mathematics is a verb! In Ute we do not have just one word to describe mathematics—rather, we name it as we use it. When we count, build, design, cook, hunt, or fish, we are doing mathematics.”—Fabian Jenks, a Northern Ute elder
For most people, the word mathematics is a noun. But for many people in different cultures, mathematics is not simply something they learn in school but something they do as an intrinsic part of their everyday lives.
This book is a guide for teachers who would like to enhance their mathematics instruction by integrating it with examples and activities from cultures throughout the world. It provides culturally situated examples, each linked to Common Core objectives that show how mathematics can be so much more than a story problem or an exercise in a worksheet with little or no context.
The eleven chapters provide a range of activities from around the world that teach students key math concepts while introducing them to a diversity of cultures.
For example:
In a Mayan village in Guatemala, students use math as a means to increase the traditional corn harvest
Traditional symbols stamped on cloth in Ghana spark an exploration of geometry, measurement, and data analysis
Embroidery patterns from Bulgaria can help younger students learn about patterns, and introduce older students to fractal geometry
Klappenspiel, a popular classroom game in Germany, provides a fun application of probability analysis
Each chapter has activities for specific grade bands (K–3, 4–8, and 9–12), and all activities are designed to encourage students to discover connections among math concepts, world cultures, and their own daily lives and communities.
Misc. Ethnomodeling Articles // Misc. Artigos de Etnomodelagem
Etnomodelando artefatos (balaios) da cultura cafeeira
Ethnomodeling as a Pedagogical Tool for the Ethnomathematics Program
Etnomodelos como uma ação pedagógica
Etnomodelagem como um movimento de globalização nos contextos da Etnomatemática e da Modelagem
Reflecting on glocalization in the contexts of local and global approaches through Ethnomodelling
Ethnomodelling as a Methodology for Ethnomathematics
Ethnomodelling as a Creative Insubordination Approach in Mathematics Education
A Cultural Approach to Mathematical Modelling: An Ethnomathematical Perspective
Ethnomodeling: A Pedagogical Action for Uncovering Ethnomathematical Practices
Ethnomodelling as a Methodology for Ethnomathematics - Springer
Etnomodelagem: A Abordagem Dialógica na Investigação de Saberes e Técnicas Êmicas e Éticas
O campo de pesquisa em etnomodelagem: as abordagens êmica, ética e dialética
Etnomatemática: Investigações em Etnomodelagem
Vinho e queijo: etnomatemática e modelagem - Bolema
State of the Art in Ethnomathematics - Springer
Ethnomodelling as the Translation of Diverse Cultural Mathematical Practices - Springer
The Anthropological Dimension on Ethnomodelling Research Based on Ethnomathematics and Modelling
Un Enfoque Etnomatemático de la Modelación a través de la Etnomodelación
Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism
Ethnomathematics: Pranatamangsa System And The Birth-Death Ceremonial In Yogyakarta
Aspectos de Insubordinação Criativa em Etnomodelagem
Propondo um Currículo Trivium Fundamentado nas Perspectivas da Etnomatemática e da Modelagem
Conceitos de desvio positivo na ação pedagógica do programa Etnomatemática
Mobile Learning of Mathematical Modelling with Math Trails in Actionbound
Glocalization of Cultural Mathematical Practices Through Ethnomodelling
Positive Deviance in the Pedagogical Action of Ethnomodelling
ACTA LATINOAMERICANA DE MATEMÁTICA EDUCATIVA, Volumen 34, Número 1, febrero 2021
Copyright 2011 by Daniel C. Orey
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