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Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.
This collection brings together classic, previously published articles and new research to present the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education. The contributors identify several of the field's broad themes-reconsidering what counts as mathematical knowledge, considering interactions between culture and mathematical knowledge, and uncovering hidden and distorted histories of mathematical knowledge. The book offers a diversity of ethnomathematics perspectives that develop both theoretical and practical issues from various disciplines including mathematics, mathematics education, history, anthropology, cognitive psychology, feminist studies, and African studies written by authors from Brazil, England, Australia, Mozambique, Palestine, Belgium, and the United States.
"This volume brings focus to the issues of access and equity within mathematics and identifies ways to assist teachers in providing quality mathematics to traditionally underserved and underrepresented students. Culturally responsive pedagogy is an area that is sorely lacking given the fact that our nation's classrooms are becoming increasingly diverse. We cannot have enough work in this area. Such material should be required for teacher preparation as well as professional development." — Sharon Nelson-Barber, Far West Laboratory for Education Research and Development
"This is a collection of some of the most important papers in ethnomathematics. The authors provide insightful and historical analyses of the development and use of mathematical concepts. Traditionally, this perspective is absent from discussions in mathematics education, yet this book makes a unique contribution to the literature." — William F. Tate, University of Wisconsin–Madison
Acknowledgments
Foreword
U. D'Ambrosio
Introduction
A. B. Powell and M. Frankenstein
Section I. Ethnomathematical Knowledge
A. B. Powell and M. Frankenstein
1. Ethnomathematics and its Place in the History and Pedagogy of Mathematics
U.D'Ambrosio
2. Ethnomathematics
M. Ascher and R. Ascher
Section II. Uncovering Distorted and Hidden History of Mathematical Knowledge
A. B. Powell and M. Frankenstein
3. Foundations of Eurocentrism in Mathematics
G. G. Joseph
4. Animadversions on the Origins of Western Science
M. Bernal
5. Africa in the Mainstream of Mathematics History
B. Lumpkin
Section III. Considering Interactions Between Culture and Mathematical Knowledge
A. B. Powell and M. Frankenstein
6. The Myth of the Deprived Child: New Thoughts on Poor Children
H. P. Ginsburg
7. Mathematics and Social Interests
B. Martin
8. Marx and Mathematics
D. J. Struik
Section IV. Reconsidering What Counts as Mathematical Knowledge
A. B. Powell and M. Frankenstein
9. Difference, Cognition, and Mathematics Education
V. Walkerdine
10. An Example of Traditional Women's Work as a Mathematics Resource
M. Harris
11. On Culture, Geometrical Thinking and Mathematics Education
P. Gerdes
Section V. Ethnomathematical Praxis in the Curriculum
A. B. Powell and M. Frankenstein
12. Ethnomathematics and Education
M. Borba
13. Mathematics, Culture, and Authority
M. Fasheh
14. Worldmath Curriculum: Fighting Eurocentrism in Mathematics
S. E. Aederson
15. World Cultures in the Mathematics Class
C. Zaslavsky
Section VI. Ethnomathematical Research
A. B. Powell and M. Frankenstein
16. Survey of Current Work in Ethnomathematics
P. Gerdes
17. Applications in the Teaching of Mathematics and the Sciences
R. Pinxten
18. An Ethnomathematical Approach in Mathematica Education: A Matter of Political Power
G. Knijnik
Afterword
G. Gilmer
Contributors
Index