Ethnomodeling : extending mathematical modeling research in teacher education.
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2022
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Resumo
This article presents a synthesis of existing literature on ethnomodeling and
the ways in which it extends mathematical modeling research in mathe-
matics teacher education. We also call on the field to consider ways to
connect and value culture and content in teaching mathematics. There
have been increasing calls for integration of a culturally responsive mathe-
matics curriculum. Additionally, mathematics teacher educators and
researchers have also emphasized the critical role of deep and meaningful
mathematical content within curricular efforts that focus on culture and
student identity. In this paper, we present how ethnomodeling connects to
and extends current literature to apply mathematical modeling to shift
toward culturally relevant and sustaining teaching practices while maintain-
ing a focus on deep and meaningful mathematical content. We start by
describing the various existing calls, present a synthesis of the literature
supporting the components of ethnomodeling, and conclude by proposing
a new call to action for the field to deepen existing efforts and plan for
actionable steps for using an ethnomodeling approach to impact teacher
education programs.
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Ethnomathematics, Cultural anthropology, Mathematics education
Citação
DESAI, S. et al. Ethnomodeling : extending mathematical modeling research in teacher education. Investigations in Mathematics Learning, v. 14, n. 4, p. 305–319, 2022. Disponível em: <https://www.tandfonline.com/doi/full/10.1080/19477503.2022.2139092>. Acesso em: 06 jul. 2023.