Kooperativer Bibliotheksverbund

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Format: 1 online resource (296 pages)

Edition: First edition.

ISBN: 9783031606809

Series Statement: Advances in Mathematics Education Series

Note: 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.

Additional Edition: ISBN 9783031606793

Language: English