scholarly journals ETHNOMATHEMATICS

2021 ◽  
Vol 9 (09) ◽  
pp. 310-312
Author(s):  
Sunila Thomas ◽  
◽  
Gibina Jacob ◽  

In mathematics education ethnomathematics is the study of the relationship between mathematics and culture. Often associated with cultures without written expression, it may also be defined as the mathematics which is practiced among identifiable cultural groups. It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. The goal of ethnomathematics is to contribute both to the understanding of culture and the understanding of mathematics, and mainly to lead to an appreciation of the connections between the two.

1970 ◽  
pp. 55-58
Author(s):  
Nada Addoum

Within the practice of film criticism in the Arab world, the task of providing a comprehensive view of the industrial, socio-cultural, and aesthetic factors which contribute to particular cinematographic representations of class, gender, and sexuality has never been adequately tackled. This article, however, cannot and does not pretend to fill this gap. Instead, it seeks to benefit from the opportunity present in the topic of “female criminality in the Arab world” to start examining the forces and institutions of bias, the cinematic history of various cultural groups and the relationship between film and Arab1 culture's definitions of femininity and masculinity. 


2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.


Author(s):  
Tariq Modood

This chapter examines the political and cultural challenges posed by the growth of the non-white population in Europe. It reviews the chief current policy responses – assimilation, integration, and multiculturalism – in the context of claims by politicians in Germany, France, and the UK that ‘multiculturalism is dead’. The chapter distinguishes between two multicultural approaches: a valuing of diversity that accords full recognition to differences between cultural groups within a liberal democratic framework; and a multiculturalism that values cultural interaction and social mixing but withholds institutional recognition from groups, especially religious ones. The first approach may unintentionally strengthen barriers between groups and foster segregation, whilst the second may marginalise certain cultural orientations and communities. The chapter concludes by analysing the emerging ethnic fault lines across Europe and stresses the significance of a shift from colour to religion as the foundation of group identity, with major implications for the relationship between religion and politics.


Author(s):  
Fulvia Furinghetti ◽  
Livia Giacardi ◽  
Marta Menghini

The years after WWII up to the late 1960s were crucial in the evolution of ICMI (International Commission on Mathematical Instruction) for both the settlement of some institutional aspects (mainly concerning the relationship with mathematicians) and the establishment of new trends of the activities. By referring to unpublished documents, this paper focuses on the role of two key figures in those years: Heinrich Behnke and Hans Freudenthal. As ICMI Secretary and later as President, Behnke tried to reshape the newborn ICMI after WWII and clarify the relationship with mathematicians. His action was completed by Freudenthal, who, as ICMI President, broke with the past and promoted initiatives that fostered the development of mathematics education as an academic field and the independence of ICMI from the community of mathematicians. Keywords: history, ICMI, mathematicians, mathematics education


Author(s):  
Margot Latimer ◽  
Amy Bombay ◽  
Rachel VanEvery

Pain and culture are complex and multifactorial phenomena. The concepts are difficult to define and measure since they intersect with the biological, psychological, and social realms. Considering the intrinsic multidimensionality of each phenomenon, we are only beginning to understand the myriad ways in which culture may influence pain. Consequently, (1) the study of the relationship between culture and pain has been fraught with methodological and theoretical challenges; and (2) there is little evidence to support specific guidelines on how to assess and treat pain of specific cultural groups. Therefore, researchers face challenges in conducting research on pain with indigenous populations.


2020 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Daniel Clark Orey ◽  
Milton Rosa

An impasse in mathematics education is related to its frequent lack of acknowledgment of local mathematical practices in its research theoretical basis. Pedagogical action of ethnomathematics aids in recording cultural-historical forms of mathematical procedures and practices developed by members of distinct cultural groups. Ethnomathematics is a form of push back from colonization without attempting to replace academic mathematics. Hence, a sense of insubordination triggered by ethnomathematics is creative and often evokes a sense of disturbance that causes a conscious review of rules and regulations endemic to many curricular and educational research contexts. This process enables educators and investigators to adopt positive deviance in developing pedagogical actions that deal with content usually disconnected from the reality of the students in order to deal with imposed norms and rules. Thus, positive deviance involves an intentional act of bending the rules in order to serve the greater good of the school communities.


2019 ◽  
Vol 56 (3) ◽  
pp. 449-470 ◽  
Author(s):  
Eva Heim ◽  
Andreas Maercker ◽  
Diana Boer

Cross-national epidemiological studies show that prevalence rates of common mental disorders (i.e. depression, anxiety disorders, and PTSD) vary considerably between countries, suggesting cultural differences. In order to gather evidence on how culture relates to the aetiology and phenomenology of mental disorders, finding meaningful empirical instruments for capturing the latent (i.e. non-visible) construct of ‘culture’ is vital. In this review, we suggest using value orientations for this purpose. We focus on Schwartz's value theory, which includes two levels of values: cultural and personal. We identified nine studies on personal values and four studies on cultural values and their relationship with common mental disorders. This relationship was assessed among very heterogeneous cultural groups; however, no consistent correlational pattern occurred. The most compelling evidence suggests that the relationship between personal values and mental disorders is moderated by the cultural context. Hence, assessing mere correlations between personal value orientations and self-reported symptoms of psychopathology, without taking into account the cultural context, does not yield meaningful results. This theoretical review reveals important research gaps: Most studies aimed to explain how values relate to the aetiology of mental disorders, whereas the question of phenomenology was largely neglected. Moreover, all included studies used Western instruments for assessing mental disorders, which may not capture culturally-specific phenomena of mental distress. Finding systematic relationships between values and mental disorders may contribute to making more informed hypotheses about how psychopathology is expressed under different cultural circumstances, and how to culturally adapt psychological interventions.


2002 ◽  
Vol 11 (4) ◽  
pp. 373-387 ◽  
Author(s):  
Celeste Michelle Condit ◽  
Roxanne Parrott ◽  
Tina M. Harris

Throughout the past century, research into human genetics revealed the relationships between biochemistry and various human characteristics in increasing detail. At each step of this path of discovery, social critics warned that knowledge of genetics, and especially social attention to genetics, might heighten racist attitudes. In light of these warnings and the recent sequencing of the Human Genome, it is important to inquire into the interpretations laypersons might hold of the relationship between race and genetics. A variety of recent efforts have described the insufficiency of public opinion polls for arriving at sophisticated understandings of such complex attitudinal structures. Therefore, this essay offers a sketch of some lay understandings of race and genetics in the United States based on a series of focus group sessions. In order to interpret the responses, the analysis employs a novel template for interpreting focus group research based on the theoretical concept of rhetorical formations. This approach reveals the way in which the knowledge of individual members is brought to bear upon collective decision-making through the social process of discussion to produce a pool of information that is similar to expert knowledge, although phrased in a popular vocabulary. Differences in the ways in which cultural groups negotiate this knowledge are discussed.


1997 ◽  
Vol 28 (4) ◽  
pp. 396-397

Our purpose in this short article is to discuss two recent developments that bear directly on the relationship between the National Council of Teachers of Mathematics (NCTM) and the mathematics education research community. The first concerns the realignment of the duties of the Director of Research within the revised NCTM staff structure, and the second concerns the Research Advisory Committee's (RAC's) changing role within NCTM.


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