Understanding Ethnomathematics from its criticisms and contradictions

Maria do Carmo Domite; Alexandre Pais

Understanding Ethnomathematics from its criticisms and contradictions

Maria do Carmo Domite
, Alexandre Pais

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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.

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

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do Carmo Domite, M., & Pais, A. (2010). Understanding Ethnomathematics from its criticisms and contradictions. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), 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) (pp. 11). Institut National de Recherche Pedagogique. http://www.inrp.fr/editions/editions-electroniques/cerme6

do Carmo Domite, Maria ; Pais, Alexandre. / Understanding Ethnomathematics from its criticisms and contradictions. 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). editor / Viviane Durand-Guerrier ; Sophie Soury-Lavergne ; Ferdinando Arzarello. Lyon : Institut National de Recherche Pedagogique, 2010. pp. 11

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title = "Understanding Ethnomathematics from its criticisms and contradictions",

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.",

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booktitle = "Proceedings of the VI Congress of the European Society for Research in Mathematics Education",

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note = "Congress of the European Society for Research in Mathematics Education ; Conference date: 28-01-2009 Through 01-02-2009",

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do Carmo Domite, M & Pais, A 2010, Understanding Ethnomathematics from its criticisms and contradictions. in V Durand-Guerrier, S Soury-Lavergne & F Arzarello (eds), 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). Institut National de Recherche Pedagogique, Lyon, pp. 11, Congress of the European Society for Research in Mathematics Education, Lyon, France, 28/01/2009. <http://www.inrp.fr/editions/editions-electroniques/cerme6>

Understanding Ethnomathematics from its criticisms and contradictions. / do Carmo Domite, Maria; Pais, Alexandre.
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). ed. / Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello. Lyon: Institut National de Recherche Pedagogique, 2010. p. 11.

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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T1 - Understanding Ethnomathematics from its criticisms and contradictions

AU - do Carmo Domite, Maria

AU - Pais, Alexandre

PY - 2010

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N2 - 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.

AB - 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.

KW - ethnomathematics

KW - criticisms

KW - contradictions

KW - school

KW - education

KW - ethnomathematics

KW - criticisms

KW - contradictions

KW - school

KW - education

M3 - Article in proceeding

SN - 978-2-7342-1190-7

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BT - Proceedings of the VI Congress of the European Society for Research in Mathematics Education

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do Carmo Domite M, Pais A. Understanding Ethnomathematics from its criticisms and contradictions. In Durand-Guerrier V, Soury-Lavergne S, Arzarello F, editors, 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). Lyon: Institut National de Recherche Pedagogique. 2010. p. 11

Understanding Ethnomathematics from its criticisms and contradictions

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