International
Commission on
Mathematical
Instruction

ICMI

Ubiratan D'Ambrosio Unit

Felix Klein Award 2005

Credits: All modules are presented by Milton Rosa and Daniel Clark Orey and have been filmed and edited by: Luciano de Santana Rodrigues, Universidade Federal de Ouro Preto (UFOP).

Module 0

Career and Background

D’Ambrosio’s remarkable journey was permeated by experiences that led him to create the Program Ethnomathematics movement in the mid-1970s. According to his personal, professional, and academic life history, D’Ambrosio sought peace by proposing a pedagogical action that raised an awareness towards the connection between mathematics and culture by creating social justice, as well by educating for a just society through mathematics education.

References

Module 1

The emergence of Ethnomathematics as a program – Part 1

This presentation provides an introduction of the emergence of ethnomathematics and its connection to the main historical features of humanity. The study of the emergence of this program and its history, as well as its proponents help us to identify the importance of this knowledge field in education and mathematics education. From our point of view, the emergence of ethnomathematics has had three periods for its development, which can be checked by identifying important historical fragments related to the development of this program. The first part of the emergence of ethnomathematics as program demonstrates the first period entitled: the proto-ethnomathematical period, by exploring some of its historical fragments through history.

References

Module 2

The emergence of Ethnomathematics as a program – Part 2

The second part of the emergence of Ethnomathematics as a program shows the next two periods entitled: a) Transitional Period: The Genesis of the Cultural Influences on Mathematics, and b) Current Period: Six Fundamental Facts for the Development of Ethnomathematics as a Program. As well we show here how ethnomathematics as designed by D’Ambrosio is a dynamic and growing program, as more and more researchers explore it in their own local contexts. Thus, through history, we seek to develop a critical sense that values different forms of knowledge and raises the self-esteem of members from distinct cultures, thus promoting creativity, autonomy, and the dignity.

References

 

Module 3

The International Study Group on Ethnomathematics (ISGEm) and its Influence in the Development of the Program Ethnomathematics

At the 63rd Annual Meeting of the National Council of Teachers of Mathematics (NCTM), held in 1985, in San Antonio, Texas, United States, participants Gloria F. Gilmer, Patrick Scott, Gilbert J. Cuevas, and Ubiratan D’Ambrosio, founded the International Study Group on Ethnomathematics. One of the main objectives of ISGEm is to encourage that the field of ethnomathematics continues to grow with a solid research paradigm and serious recognition of how this program guides policy in education, government, peace, and social justice. As ISGEm and ethnomathematics in general grow, the challenges of these times fit into the underlying objectives of ethnomathematics. It is also time for ISGEm to answer this call.

References

 

Module 4

The six dimensions of ethnomathematics as as a program

Over the past three decades, a significant amount of research in ethnomathematics has been developed by a large number of researchers in many countries. This context enabled the development of six important dimensions of the ethnomathematics program: Cognitive, Conceptual, Educational, Epistemological, Historical, and Political. With D’Ambrosio’s vision, ethnomathematics represents a program for ongoing research and analysis of the processes that transmit, diffuse, and institutionalize mathematical knowledge (ideas, processes, techniques, and practices) that originate from diverse cultural contexts. These dimensions are interrelated and aim to analyze sociocultural roots of mathematical knowledge. Thus, it is important to understand the development of the Program Ethnomathematics as its researchers address these six dimensions.

References

Module 5

Ethnomathematics and nonkilling mathematics: mathematics for peace

There is no doubt that with Ubiratan D’Ambrosio’s conversations with Paulo Freire and his experiences with Pugwash enabled him to state that nonviolence is a magnificent scenario that humanity is struggling for. He also agreed with Lawrence (2001) who believed that nothing will ever quench humanity’s need for peace and the overall human potentiality to evolve something good out of renewed chaos. According to this context, D’Ambrosio (2011) was concerned about how, as a mathematicians and mathematics educators, we need to act towards fulfilling Nonkilling Mathematics towards peace. This is D’Ambrosio’s heartfelt appeal for nonviolence and nonkilling mathematics. This was and is often misunderstood.

References

Module 6

Ethnomathematics and the development of social justice and citizenship

One of the main contributions of D’Ambrosio for humanity was his concern about how humankind can pursue peace, social justice, and citizenship. As well, he was interested in exploring how education and mathematics education, in particular, can support this objective. His own life history showed us how, as ethnomathematics continued to grow internationally, he reflected on peace, citizenship, and social justice and on how ethnomathematics contributes to the development and the evolution of humanity. This context leads us to understand how humanity depends essentially on the analysis of his proposed triad: individual-society-nature, and the effectiveness of the relations among these elements towards the development of social justice and citizenship.

References

D’Ambrosio, U. (2006). The program ethnomathematics and the challenges of globalization. Circumscribere: International Journal for the History of Science, 1, 74-82. https://revistas.pucsp.br/circumhc/article/view/552
D’Ambrosio, U. (2007). Peace, social justice, and ethnomathematics. The Montana Mathematics Enthusiast - TMME, 1, Monograph, 25-34.
D’Ambrosio, U. (2012). A broad concept of social justice. In: Wager. A. A., & Stinson, D. W. (Eds.). Teaching mathematics for social justice: conversations with educators (pp. 201– 213). Reston, VA: National Council of Teachers of Mathematics. https://www.sbembrasil.org.br/sbembrasil/images/Teaching%20Mathematics%20for%20Social%20Justice.%20NCTM%20Reston%20VA%202012.pdf
D’Ambrosio, U. (2016). The thnomathematics program as a culture of peace. Journal of Mathematics and Culture, 10(2), 1-11. https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2016/09/dambrosio-final.pdf
D’Ambrosio, U. (2017). Ethnomathematics and the pursuit of peace and social justice. ETD – Educação Temática Digital, 19(3), 653-666. http://educa.fcc.org.br/scielo.php?pid=S1676-25922017000300653&script=sci_abstract&tlng=en
Rosa, M. (2021). Reflecting on Ubiratan D’Ambrosio’s pursuit of peace, social Justice, and nonkilling mathematics: a transition from subordination to autonomy through ethnomathematics. Cuadernos de Investigación y Formación en Educación Matemática, 16 (Número especial), 302–313. https://revistas.ucr.ac.cr/index.php/cifem/article/view/49205
Rosa, M., Orey, D. C., & Mesquita, A.P. S. S. (2023). An ethnomodelling perspective for the development of a citizenship education. ZDM - Mathematics Education, 55(4), 953-965. https://link.springer.com/article/10.1007/s11858-023-01472-9

Module 7

Ethnomathematics ethno-x: polysemic approaches of ethnoscience and ethnomathematics

nterrelations between local knowledge and other knowledge systems are important to help us understand the many concepts found in specific research fields such as science and mathematics by using the prefix ethno-x, which defines the concept of ethnoscience and ethnomathematics. In regard to knowledge systems, in general, in the generic prefix ethno-x, x refers to a particular discipline or study field that belongs to methodological classifications of academic knowledge and ethno refers to members of distinct cultural groups. Hence, the prefix ethno-x is polysemic because it acquires a holistic and comprehensive concept that is broader than the definition of ethnicity.

References

Module 8

Ethnomathematics as a creative and insubordinated program

Many reactions to acts of cultural imperialism, in the case of ethnomathematics and mathematics education, is related to acts of creative insubordination (Crowson and Morris 1982), which are linked to the flexibility of rules and regulations in order to achieve the welfare of the members of distinct cultural groups. Acts of creative insubordination describe how school administrators (principals and vice-principals) circumvent or make rules and institutional norms flexible in order to better serve the needs of their students, teachers, and parents. From some ethnomathematical perspectives, educators, including administrators, investigators, professors, and teachers are able to use creative ways to reach positive results for the common good of the school community through the adoption of anti-bureaucratic behaviors.

References

Module 9

Ethnomathematics and STEM education

An ethnomathematics-based pedagogical action helps students to demonstrate consistent mathematical processes as they reason, problem solve, communicate ideas, and choose appropriate techniques and representations through the development of daily or local mathematical practices. Many researchers in ethnomathematics are beginning to recognize connections to STEM Education, which is a movement that proposes a holistic teaching and learning process connecting four specific disciplines: Science, Technology, Engineering, and Mathematics. These disciplines are integrated in an innovative interdisciplinary perspective to provide mathematical tools to the development of local, global, and glocal (dialogic) pedagogical approaches for the elaboration of mathematics curriculum.

 References

  • Adenagan, K. E., Ipinlaye, A. B., & Adewoye, R. A. (2016). Ethnomathematics and indigenous mathematics: implications for science technology engineering and education. Science & Technology, 2(6), 251-256.
  • Bybee, R. (2010). Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30–35. https://eric.ed.gov/?id=EJ898909
  • D’Ambrosio, U. (2016).Change in space, urban culture and ethnomathematics. In: Babaci-Wilhite, Z. (Ed.). Human rights in language and STEM Education (pp. 207-2190. Rotterdam, The Netherlands: Sense Publishers. https://link.springer.com/chapter/10.1007/978-94-6300-405-3_12
  • Elaine, J. H. (2014). What is STEM Education? New York, NY: Beta Live Science.
  • Furuto, L. (2016). Lessons learned: strengths-based approaches to mathematics education in the Pacific. Journal of Mathematics and Culture, 10(2), 55-72. https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2016/09/furuto-final-august.pdf
  • Lantz, H. B. (2009). Science, technology, engineering, and mathematics (STEM) education: what form? what function? Charlotte, NC: SEEN Southeast Network. https://www.uastem.com/wp-content/uploads/2012/08/STEMEducationArticle.pdf
  • Nicol, C., Thom, J., & Glanfield, F. (2023). Imagining STEM with and as place. In R. Tierney, F. Rizvi, & K. K. Erkican (Eds.). International encyclopedia of education. (pp. 131–142). 4th Edition. Amsterdam, The Netherlands: Elsevier.
  • Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In: Selin, H. (Ed.) Mathematics across cultures: the history of non-Western mathematics (pp. 239-252). Alphen aan den Rijn, The Netherlands: Kluwer Academic Publishers. https://link.springer.com/chapter/10.1007/978-94-011-4301-1_13
  • Orey, D. C., Rosa, M., & Soares, R. B. (2020). Mathematical modelling as a learning environment to transform a street activity into a sport practice. In: Stillman, G. A., Kaiser, G., & Lampen, C. E. (ds.). Mathematical modelling education and sense-making (pp. 199-207).Cham, Switzerland: Springer.
  • Rosa, M., & Orey, D. C. (2018). STEM education in the Brazilian context: an ethnomathematical perspective. In: Jorgensen, R., & Larkin, K. (Eds.). STEM education in the junior secondary: the state of play (pp. 221-147). Cham, Switzerland: Springer.
  • Rodríguez-Nieto, C. A., & Alsina, Á. (2022). Networking between ethnomathematics, STEAM education, and the globalized approach to analyze mathematical connections in daily practices. EURASIA Journal of Mathematics Science and Technology Education, 18(3), 2-22. https://www.ejmste.com/article/networking-between-ethnomathematics-steam-education-and-the-globalized-approach-to-analyze-11710
  • Rosa, M., & Orey, D. C. (2018). STEM education in the Brazilian context: an ethnomathematical perspective. In: Jorgensen, R., & Larkin, K. (Eds.). STEM education in the junior secondary: the state of play (pp. 221-147). Cham, Switzerland: Springer.
  • Rosa, M., & Orey, D. C. (2021). An ethnomathematical perspective of STEM education in a glocalized world. BOLEMA, 35(70), 840-876. https://www.scielo.br/j/bolema/a/WKZmdxzgCQZXTRQjnQTkLtL/
  • Rosa, M., Orey, D. C., & Mesquita, A.P. S. S. (2023). An ethnomodelling perspective for the development of a citizenship education. ZDM - Mathematics Education, 55(4), 953-965. https://link.springer.com/article/10.1007/s11858-023-01472-9
  • Shockey, T., & Mitchel, J. B. (2017). An ethnomodel of a Penobscot lodge. In: Rosa, M.; Shirley, L.; Gavarrete, M., & Alangui, W. V.  (Eds.). Ethnomathematics and its diverse approaches for mathematics education (pp. 257-281). Cham, Switzerland: Springer.
  • Volmert, A., Baran, M., Kendall-Taylor, N., & O’Neil, M. (2013). You have to have the basics down really well: mapping the gaps between expert and public understanding of STEM learning. Washington, DC: FrameWorks Institute.

Module 10

Future possibilities of ethnomathematics as a program: glocalization as cultural dynamism

Future possibilities of ethnomathematics as a program include the development of glocalization that enables increased and diverse interactions between members of distinct cultural groups through symmetrical dialogues with alterity. Thus, it is important to encourage further exploration, research and the sharing of alternative approaches to hegemonic views of globalization (etic-outsiders) by arguing for increased contextualizations guided by emerging local voices in (emic-insiders) through the development of glocalization. Currently, there is a growing awareness related to the understanding and comprehension of mathematical ideas, procedures, and practices developed by members of distinct cultural groups. This is primarily due to the expansion of studies related to culture, history, anthropology, linguistics, and ethnomathematics.

References