Abstract
We considered articles from six researchers on the field of mathematics education, in which we identified two categories of criticisms to ethnomathematics: epistemological, related with the way ethnomathematics positioned itself in terms of mathematical knowledge; and pedagogical, related to the way ethnomathematical ideas are implicated in formal education. From this analysis we conclude firstly that it is not easy to criticize a research field so diverse and internationalized as ethnomathematics. Those difficulties are related with the different contexts on which
ethnomathematics is pedagogically implicated. Secondly ethnomathematics itself as a research field rejects any dogmatic position, and is aware of contradictions
implicated in their pedagogical aims.
ethnomathematics is pedagogically implicated. Secondly ethnomathematics itself as a research field rejects any dogmatic position, and is aware of contradictions
implicated in their pedagogical aims.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the VI Congress of the European Society for Research in Mathematics Education : Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) |
| Editors | Viviane Durand-Guerrier, Sophie Soury-Lavergne, Ferdinando Arzarello |
| Place of Publication | Lyon |
| Publisher | Institut National de Recherche Pedagogique |
| Publication date | 2010 |
| Pages | 11 |
| ISBN (Print) | 978-2-7342-1190-7 |
| ISBN (Electronic) | 978-2-7342-1190-7 |
| Publication status | Published - 2010 |
| Event | Congress of the European Society for Research in Mathematics Education - Lyon, France Duration: 28 Jan 2009 → 1 Feb 2009 |
Conference
| Conference | Congress of the European Society for Research in Mathematics Education |
|---|---|
| Country/Territory | France |
| City | Lyon |
| Period | 28/01/2009 → 01/02/2009 |
Keywords
- ethnomathematics
- criticisms
- contradictions
- school
- education