Contents
1 Introduction . . . 1
Milton Rosa and Lawrence Shirley 2 An Overview of the History of Ethnomathematics. . . 5
Ubiratan D’Ambrosio 3 State of the Art in Ethnomathematics. . . 11
Milton Rosa and Daniel Clark Orey 3.1 Six Dimensions of Ethnomathematics. . . 11
3.2 Ethnomathematics and its Diverse Pedagogical Approaches. . . 13
3.3 Innovative Approaches in Ethnomathematics . . . 18
3.3.1 Social Justice . . . 18
3.3.2 Ethnocomputing . . . 19
3.3.3 Ethnomodelling. . . 20
3.3.4 Trivium Curriculum. . . 22
3.3.5 Some Considerations . . . 23
3.4 Polysemic Interactions between Ethnomathematics and Culturally Relevant Pedagogy . . . 23
3.4.1 Ethnomathematics and Culturally Relevant Pedagogies in Teacher Education . . . 24
3.4.2 Culturally Relevant Activities Based on Ethnomathematics: Curricular Implications. . . 26
3.4.3 Some Remarks . . . 30
3.5 Role of Ethnomathematics in Mathematics Education . . . 31
3.5.1 Survey on the Role of Ethnomathematics in Mathematics Education . . . 31
3.5.2 Social Turn in Mathematics Education . . . 33
3.5.3 Imperatives: Directions for Future Research . . . 35
3.5.4 Concluding Remarks . . . 36
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4 In Guise of Conclusion. . . 39 Milton Rosa and Lawrence Shirley
References . . . 41 Further Readings . . . 45
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