Ethnomathematics: Challenging Eurocentrism in Mathematics Education
This collection brings together classic, previously-published articles and new research to present the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education. The contributors identify several of the field's broad themes - reconsidering what counts as mathematical knowledge, considering interactions between culture and mathematical knowledge, and uncovering hidden and distorted histories of mathematical knowledge. The book offers a diversity of ethnomathematics perspectives that develop both theoretical and practical issues from various disciplines including mathematics, mathematics education, history, anthropology, cognitive psychology, feminist studies, and African studies written by authors from Brazil, England, Australia, Mozambique, Palestine, Belgium, and the United States.
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abstract academic mathematics activities African algebra American analysis ancient approach Arabic argues arithmetic Ascher aspects basic calculus Carraher chapter classroom Claudia Zaslavsky cognitive concepts context culture curriculum D'Ambrosio development of mathematical differential Dioula discussion Egypt Egyptian Egyptian mathematics ematics ethnomathematics ethnoscience Eurocentric European example experience formal Frankenstein Freire geometry Gerdes Ginsburg Greek Greek mathematics groups history of mathematics human important intellectual Kpelle Learning of Mathematics logical Maputo Marx math mathematical ideas mathematical knowledge mathematical thinking mathematicians mathematics education matics ment methods Moscow Papyrus Mozambique Multicultural natural Navajo nonliterate notions objects pedagogy perspective philosophy Pinxten political poor children Powell practices problem psychological pyramids question Quipu relations Rhind Mathematical Papyrus school mathematics scientific social society spatial structure teachers teaching theoretical theory thought tics tion traditional understanding UNESCO University Western words York Zaslavsky