Kooperativer Bibliotheksverbund

UID:

Umfang: 1 online resource (296 pages)

Ausgabe: First edition.

ISBN: 9783031606809

Serie: Advances in Mathematics Education Series

Anmerkung: Intro -- Contents -- About the Editors -- Chapter 1: Introduction -- 1 Part I: Ethnomathematics and Schools: Cultural Self-Confidence and Reclamation -- 2 Part II: Ethnomathematics, Challenging Colonial Logics, and Indigenizing -- 3 Conclusion -- References -- Part I: Ethnomathematics and Schools: Cultural Self-Confidence and Reclamation -- Chapter 2: Chinese Cultural Group Students' Mathematical Problem Posing in Tasks with a Cultural Context and Without a Cultural Context -- 1 Introduction -- 2 Theoretical Perspectives -- 2.1 Ethnomathematics and Mathematics Learning -- 2.2 Conceptualizing Mathematics Problem Posing -- 2.3 Students' Mathematics Problem-Posing Performance -- 3 Methodology -- 3.1 Participants -- 3.2 Instrument and Procedure -- 3.3 Data Analysis -- 4 Results -- 4.1 Characteristics of Chinese Cultural Group Students' Mathematical Problem Posing -- 4.1.1 The Total Numbers and the Appropriate Problems Posed by Chinese Cultural Group Students -- 4.1.2 The Difficulty Levels of Problems Posed by Cultural Group Students -- 4.1.3 The Distribution of the Flexibility Levels of Problems Posed by Cultural Group Students -- 4.2 Cultural Context and Students' Problem Posing -- 5 Discussion -- 5.1 Characteristics of Chinese Cultural Group Students' Mathematical Problem Posing -- 5.1.1 A Number of Appropriate Mathematical Problems Posed by Cultural Group Students -- 5.1.2 Quality of the Problems Posed by the Chinese Cultural Group Students -- 5.1.3 Cultural Features of the Problems Posed by Cultural Group Students -- 5.2 The Role of Cultural Context in Cultural Group Students' Problem Posing -- 6 Conclusions and Reflections -- References -- Chapter 3: Foreign Algorithms from the Rich Fund of Knowledge as a Starting Point for Mathematically Productive and Emancipating Teaching in International Classes in Germany -- 1 Introduction. , 1.1 Ethnomathematics -- 1.2 International Classes in Germany -- 1.3 An Ethnomathematical Perspective on International Classes -- 2 Experience 1: Potential for Development of Language -- 2.1 Non-Open-Minded Example(s) -- 2.2 Language -- 2.2.1 A Foreign Subtraction Algorithm -- 3 Experience 2: Potential for Development of Mathematical Notions -- 3.1 The Recursive "German Way" of Expanding Binomials -- 3.2 A Horizontal Foreign Way to Expand Binomials -- 3.3 Proof of Correctness -- 3.4 Underlying Mathematical Notion -- 4 Conclusion -- 4.1 So What? -- References -- Chapter 4: Mexican American Women Talking About Graphs: A Focus on Their Lived Experiences -- 1 Introduction -- 2 Literature Review -- 2.1 Funds of Knowledge and Adult Learners -- 2.2 Ethnomathematics and Adult Learners -- 2.3 What Counts as Knowledge? -- 3 Methods -- 3.1 The Graph Interpretation Task -- 3.2 Data Collection and Analysis -- 4 Findings -- 4.1 Making Sense of the Graph as a Team -- 4.2 Making the Graph Their Own -- 5 Discussion -- 6 Conclusion -- References -- Chapter 5: Weaving Indigenous Mathematics: Bringing Indigenous Ways and Stories into Conversation with Ethnomathematics -- 1 Introduction -- 2 Contextualizing the Research Journey -- 2.1 Colonizing, Decolonizing, and Ethnomathematics -- 2.2 A Sensory Research Approach -- 3 Stories of Ways of Growing: Nonlinear Time, Cycles, and Rotations -- 3.1 The Story of Kol (Maize) -- 3.2 Dance of the Maize Farmer: A Sacred Mathematical Dance -- 4 Stories of Weaving in Sacred Spaces -- 4.1 Weaving Sacred Forms and Stories Together -- 4.2 Backstrap Looming or Textile Weaving -- 4.3 Sensing Sacred Patterns -- 5 Discussion -- 5.1 Weaving Stories: Lessons Learned -- 5.2 Weaving as a Metaphor for Mathematics -- 6 Conclusion -- References -- Chapter 6: From Ethnomathematical Reasoning to Mathematical Research -- 1 Context -- 1.1 Introduction. , 1.2 The Research Questions -- 1.3 The Methodology -- 1.3.1 Ethnomathematical Reasoning -- 1.3.2 Self-Confidence -- 2 The Examples -- 2.1 Example 1: From Basket Decorative Motifs to Mathematical Ideas -- 2.1.1 Examples of Weaving Board Activities -- 2.2 Example 2: An Infinite Series of Proofs of the Pythagorean Theorem -- 2.3 Example 3: Mirror Curves and Lunda-Designs -- 2.4 Example 4: Draw Pictures, Make Conjectures, Experiment, and Discover Theorems -- 2.5 Example 5: Mother Tongues and Numeration Systems -- 3 Concluding Remarks -- References -- Part II: Ethnomathematics, Challenging Colonial Logics, and Indigenizing -- Chapter 7: Internalized Mathematics as Intuitive as Breathing: An Ethnomathematics Study of Traditional Architecture in Iran -- 1 Introduction -- 1.1 Research Objectives -- 1.2 Methodology -- 1.2.1 Context of the Research Setting -- 1.2.2 Data Collection Methods -- 2 Data Analysis and Results -- 2.1 Activities -- 2.1.1 Activity 1: Making an 8-Pointed Star -- 2.1.2 Activity 2: Brick Sphere Construction -- 2.1.3 Activity 3: Locking Two Walls -- 2.1.4 Activity 4: Building Arcs -- 2.1.5 Activity 5: Brickwork -- 2.1.6 Activity 6: Calculations -- 2.2 Categorization of Activities -- 2.2.1 The First Category -- 2.2.2 The Second Category -- The Third Category -- 2.3 Ideas for the Mathematics Classroom -- 3 Conclusion -- References -- Chapter 8: Ethnomathematics as a Pedagogical and Political Tool in an Indigenous School Curriculum -- 1 Introduction -- 1.1 Ethnomathematics Under Different Eyes -- 1.2 Xakriabá Traditional Mathematics -- 1.2.1 Hunting Traps -- 1.2.2 The Production of Manioc Flour -- 1.2.3 Body Painting -- 1.3 Ethnomathematics in the Curriculum -- 1.4 Ethnomathematics: A Political Tool to "Tame" School -- 1.5 Conclusion -- References. , Chapter 9: The Formation of Critical Thinking in Mathematics Learning through a Model of Contextualization with the Social, Political, and Historical Environment in Ecuadorian Education -- 1 Introduction -- 1.1 Sociocultural Context of Ecuador -- 1.2 Research Problem -- 1.3 Objective and Justification -- 2 Theoretical Framework -- 2.1 Critical Thinking -- 2.2 Critical Thinking in Mathematics Learning -- 2.3 Ethnomathematics and Critical Thinking -- 2.4 Contextualized Learning of Mathematics -- 2.5 The CDR Method and Its Contribution to Ethnomathematics -- 2.5.1 Didactic Applications with the CDR Method -- 2.6 Problem 1 -- 2.7 Recontextualization -- 2.8 Problem 2 -- 2.9 Recontextualization -- 2.10 Results -- 2.11 Conclusions -- References -- Chapter 10: Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Global Levels -- 1 Initial Considerations -- 1.1 Ethnomodelling -- 1.2 Cultural Views of Mathematical Knowledge Through Ethnomodels -- 1.2.1 Emic (Local) Ethnomodels -- 1.2.2 Etic (Global) Ethnomodels -- 1.2.3 Dialogic (Glocal) Ethnomodels -- 1.3 Dialogic Ethnomodel of the Mathematization of Sona -- 1.4 Final Considerations -- References -- Chapter 11: The Dynamic Components of Janiola's Ethnolearning Framework -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Findings -- 3.2 Four Hypotheses -- 4 Discussion -- 4.1 Framework Formulation -- 4.2 Summary of Framework -- 5 Conclusion -- References -- Chapter 12: Ethnomathematics from a Political Perspective -- 1 Introduction -- 1.1 Trends of Mathematics Education Research Linked to Studies on Out-of-School Practices -- 1.2 An Ethnomathematics Perspective -- 1.3 Final Words -- References -- References.

Weitere Ausg.: ISBN 9783031606793

Sprache: Englisch

UID:

Umfang: 1 online resource (296 pages)

Ausgabe: 1st ed. 2024.

ISBN: 9783031606809

Serie: Advances in Mathematics Education,

Inhalt: This edited volume examines ethnomathematics conceptions, pedagogical practices, and research from international perspectives in times of local and global challenges. The book explores connections between mathematical, cultural, political, and social practices toward more inclusive, holistic, creative, transdisciplinary and critical ways of engaging with knowledge and mathematical actions in society. In this edited book, the authors explore how ethnomathematics supports transformation of educational systems toward regaining cultural reclamation and self-confidence, challenges colonial logics for decolonizing and Indigenizing mathematics education, and engages with actions for critical and social justice issues.

Anmerkung: Chapter 1. Introduction -- Part I. Ethnomathematics and Schools: Cultural Self-confidence and Reclamation -- Chapter 2. Chinese Cultural Group Students’ Mathematical Problem Posing in Tasks with a Cultural Context and Without a Cultural Context -- Chapter 3. Foreign algorithms from the rich fund of knowledge as a starting point for mathematically productive and emancipating teaching in international classes in Germany -- Chapter 4. Mexican American woman talking about graphs: A focus on their lived experiences -- Chapter 5. Weaving Indigenous mathematics: Bringing Indigenous ways and stories into conversation with ethnomathematics -- Chapter 6. From ethnomathematics reasoning to mathematics research -- Part II. Ethnomathematics, Challenging Colonial Logics, and Indigenizing -- Chapter 7. Internalized mathematics as intuitive as breathing: An ethnomathematics study of traditional architecture in Iran -- Chapter 8. Ethnomathematics as a pedagogical and political tool in an Indigenous school curriculum -- Chapter 9. The formation of critical thinking in mathematics learning through a model of contextualization with the social, political and historical environment in Ecuadorian education -- Chapter 10. Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Global Levels -- Chapter 11. The Dynamic Components of Janiola’s Ethnolearning Framework -- Chapter 12. Ethnomathematics from a political perspective.

Weitere Ausg.: ISBN 9783031606793

Sprache: Englisch

Schlagwort(e): Llibres electrònics

DOI: 10.1007/978-3-031-60680-9

UID:

Umfang: X, 292 p. 173 illus., 91 illus. in color. , online resource.

Ausgabe: 1st ed. 2024.

ISBN: 9783031606809

Serie: Advances in Mathematics Education,

Inhalt: This edited volume examines ethnomathematics conceptions, pedagogical practices, and research from international perspectives in times of local and global challenges. The book explores connections between mathematical, cultural, political, and social practices toward more inclusive, holistic, creative, transdisciplinary and critical ways of engaging with knowledge and mathematical actions in society. In this edited book, the authors explore how ethnomathematics supports transformation of educational systems toward regaining cultural reclamation and self-confidence, challenges colonial logics for decolonizing and Indigenizing mathematics education, and engages with actions for critical and social justice issues.

Anmerkung: Chapter 1. Introduction -- Part I. Ethnomathematics and Schools: Cultural Self-confidence and Reclamation -- Chapter 2. Chinese Cultural Group Students' Mathematical Problem Posing in Tasks with a Cultural Context and Without a Cultural Context -- Chapter 3. Foreign algorithms from the rich fund of knowledge as a starting point for mathematically productive and emancipating teaching in international classes in Germany -- Chapter 4. Mexican American woman talking about graphs: A focus on their lived experiences -- Chapter 5. Weaving Indigenous mathematics: Bringing Indigenous ways and stories into conversation with ethnomathematics -- Chapter 6. From ethnomathematics reasoning to mathematics research -- Part II. Ethnomathematics, Challenging Colonial Logics, and Indigenizing -- Chapter 7. Internalized mathematics as intuitive as breathing: An ethnomathematics study of traditional architecture in Iran -- Chapter 8. Ethnomathematics as a pedagogical and political tool in an Indigenous school curriculum -- Chapter 9. The formation of critical thinking in mathematics learning through a model of contextualization with the social, political and historical environment in Ecuadorian education -- Chapter 10. Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Global Levels -- Chapter 11. The Dynamic Components of Janiola's Ethnolearning Framework -- Chapter 12. Ethnomathematics from a political perspective.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031606793

Weitere Ausg.: Printed edition: ISBN 9783031606816

Weitere Ausg.: Printed edition: ISBN 9783031606823

Sprache: Englisch

DOI: 10.1007/978-3-031-60680-9

URL: https://doi.org/10.1007/978-3-031-60680-9