Ethnomodeling : an ethnomathematical view on mathematical modeling.
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2011
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Resumo
A major problem with mathematics education in contemporary society is its overwhelming
bias towards a Western orientation in its topics and research paradigm. A search for new
approaches and methodologies is necessary to record historical forms of mathematical ideas
that occur in different cultural contexts, and to take advantage of the an emerging
globalization of business, science, religion, art, music and other aspects of culture (Orey &
Rosa, 2007). There is a need to apply a fundamentally different philosophy, modeling
techniques, and an ethnomathematical perspective to mathematics curriculum. In this chapter,
the authors propose to demonstrate how, as a member of the family of ethnosciences,
ethnomodeling is a methodology for teaching and learning of mathematics. Ethnomodeling
challenges the prevailing way of thinking. In order to keep up with modern Western
developmental models, other cultures have been forced to adapt or perish. Relying primarily
on constructivist theories, the authors argue that universal theories of mathematics take
different forms in different cultures, and that Western views on abstract ideas of modeling are
culturally bound. In so doing, the study of ethnomodeling is considered a powerful tool used
in the translation of a problem-situation of mathematical ideas and practices within a culture.
These new-found ethnomathematical lenses lead to new findings in the development of an
inclusive model of mathematics.
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Constructivism, Ethnomathematics, Ethnosciences, Multiculturalism
Citação
ROSA, M.; OREY, D. C. Ethnomodeling: an ethnomathematical view on mathematical modeling. Revista Internacional de Pesquisa em Educação Matemática, v. 1, n. 1, 2011. Disponível em: <http://www.sbem.com.br/revista/index.php/ripem/article/view/1126>. Acesso em: 01 fev. 2017.