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10. A performative and relational ethnomathematics

Aldo Parra(author)

Chapter of: Breaking Images: Iconoclastic Analyses of Mathematics and its Education(pp. 213–234)

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Title	10. A performative and relational ethnomathematics
Contributor	Aldo Parra(author)
DOI	https://doi.org/10.11647/obp.0407.10
Landing page	https://www.openbookpublishers.com/books/10.11647/obp.0407/chapters/10.11647/obp.0407.10
License	https://creativecommons.org/licenses/by-nc/4.0/
Copyright	Aldo Parra
Publisher	Open Book Publishers
Published on	2024-12-11
Long abstract	This chapter presents a reconceptualisation of the Ethnomathematics research f ield, as composed of a series of contingent and purposefully constructed relations between mathematics and culture. This reconceptualisation is useful in formulating a non-essentialist positioning on the nature of mathematics without adhering to cultural relativism. An overview of research experiences on Ethnomathematics is made to illustrate how the reconceptualisation emerged and what are its implications and potentialities, particularly on controversial issues for Ethnomathematics, like mathematics ontology, research validation, and the roles of researchers.
Page range	pp. 213–234
Print length	22 pages
Language	English (Original)

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Contributors

Aldo Parra

(author)

Assistant Professor at University of Cauca

https://orcid.org/0000-0001-9503-0648

Aldo Parra is an assistant professor at Universidad del Cauca, Colombia. He conducts research on ethnomathematics and mathematics teacher education in contexts of cultural and linguistic diversity. This work demands the use of ethnographic methods and cultural theories to investigate issues like cultural identity, subjectivity, and development. The quest for research methods more communitarian, participative and grass-rooted is characteristic of his work. Aligned to that, he is interested in decolonial studies and alternative philosophies for mathematics. Aldo is trying to develop theoretical concepts for a non-instrumental teacher education in mathematics with preservice and in-service mathematics teacher education. Currently, he is the editor-in-chief of the Latin American Journal of Ethnomathematics.

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