Skip to main content
Open Book Publishers

10. A performative and relational ethnomathematics

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

Export Metadata

  • ONIX 3.1
  • ONIX 3.0
    • Thoth
    • Project MUSE
      Cannot generate record: No BIC or BISAC subject code
    • OAPEN
    • JSTOR
      Cannot generate record: No BISAC subject code
    • Google Books
      Cannot generate record: No BIC, BISAC or LCC subject code
    • OverDrive
      Cannot generate record: No priced EPUB or PDF URL
  • ONIX 2.1
  • CSV
  • JSON
  • OCLC KBART
  • BibTeX
  • CrossRef DOI deposit
    Cannot generate record: This work does not have any ISBNs
  • MARC 21 Record
    Cannot generate record: MARC records are not available for chapters
  • MARC 21 Markup
    Cannot generate record: MARC records are not available for chapters
  • MARC 21 XML
    Cannot generate record: MARC records are not available for chapters
Metadata
Title10. A performative and relational ethnomathematics
ContributorAldo Parra(author)
DOIhttps://doi.org/10.11647/obp.0407.10
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0407/chapters/10.11647/obp.0407.10
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightAldo Parra
PublisherOpen Book Publishers
Published on2024-12-11
Long abstractThis 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 rangepp. 213–234
Print length22 pages
LanguageEnglish (Original)
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.

References
  1. Alangui, W. v. (2010). Stone walls and water flows: Interrogating cultural practice and mathematics [Doctoral dissertation, University of Auckland].
  2. Albanese, V., Adamuz-Povedano, N., & Bracho-López, R. (2017). The evolution of ethnomathematics: Two theoretical views and two approaches to education. In M. Rosa, L. Shirley, M. E. Gavarrete, & W. v Alangui (Eds.), Ethnomathematics and its diverse approaches for mathematics education (pp. 307–328). Springer. https://doi.org/10.1007/978-3-319-59220-6_13
  3. Albertí Palmer, M. (2007). Interpretación matemática situada de una práctica artesanal [Situated mathematical interpretation of a craft practice, Doctoral dissertation, Universitat Autónoma de Barcelona].
  4. Barton, B. (1996a). Ethnomathematics: Exploring cultural diversity in mathematics [Doctoral dissertation, The University of Auckland].
  5. Barton, B. (1996b). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31(1–2), 201–233. https://doi.org/10.1007/BF00143932
  6. Barton, B. (1999). Ethnomathematics and philosophy. ZDM Mathematics Education, 31(2), 54–58. https://doi.org/10.1007/s11858-999-0009-7
  7. Barton, B. (2008). The language of mathematics: Telling mathematical tales. Springer. https://doi.org/10.1007/978-0-387-72859-9
  8. Barton, B. (2012). Preface to ‘Ethnomathematics and philosophy’. In H. Forgasz & F. Rivera (Eds.), Towards equity in mathematics education: Gender, culture, and diversity (pp. 227–229). Springer. https://doi.org/10.1007/978-3-642-27702-3_19
  9. Borden, L. L. (2013). What’s the word for…? Is there a word for…? How understanding Mi’kmaw language can help support Mi’kmaw learners in mathematics. Mathematics Education Research Journal, 25(1), 5–22. https://doi.org/10.1007/s13394-012-0042-7
  10. Caicedo, N., Guegia, G., Parra, A., Guegia, A., Guegia, C., Calambas, L., Castro, H., Pacho, C., Diaz, E., Caicedo, N., & Parra, A. (2012). Matemáticas en el mundo Nasa [Mathematics in the Nasa world]. CIIIT.
  11. Cauty, A. (1999). Etnomatemáticas: El laboratorio Kwibi Urraga de la Universidad de la Guajira [Ethnomathematics: The Kwibi Urraga laboratory of the University of Guajira]. In Congreso de Antropología: Simposio de Etnoeducación (Vol. 7, pp. 267–365). Fondo de Publicaciones de la Universidad del Atlántico
  12. Cauty, A. (2001). Matemática y lenguajes: Como seguir siendo amerindio y aprender la matemáticas que necesitara? [Mathematics and language arts: How to stay Amerindian and learn the mathematics you need?] In A. L. G. Zapata (Ed.), Pluriculturalidad y aprendizaje de la matemática en américa latina: Experiencias y desafíos (pp. 49–87). Ediciones Morata.
  13. Coppe, C., & Mesquita, M. (2015). Fronteiras urbanas: Perspectivas para as investigações em etnomatemática [Urban frontiers: Perspectives for ethnomathematics research]. Boletim de Educação Matemática, 29(53), 828–844. https://doi.org/10.1590/1980-4415v29n53a03
  14. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
  15. de Sousa Santos, B. (2012). Public sphere and epistemologies of the South. Africa Development, 37(1), 43–67.
  16. Gerdes, P. (2003). Awakening of geometrical thought in early culture. MEP.
  17. Gutiérrez, M. (2019). Etnomatemática al aula: La danza como medio en la relación cutura y escuela [Ethnomathematics in the classroom: Dance as a medium in the relationship between culture and school, Master’s thesis, Universidad Distrital Francisco José de Caldas]. http://hdl.handle.net/11349/15636
  18. Horsthemke, K., & Schafer, M. (2007). Does ‘African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context. Pythagoras, 2007(65), 2–9. https://hdl.handle.net/10520/EJC20885
  19. Knijnik, G. (1993). An ethnomathematical approach in mathematical education: A matter of political power. For the Learning of Mathematics, 13(2), 23–25.
  20. Knijnik, G. (1998). Ethnomathematics and political struggles. ZDM Mathematics Education, 30(6), 188–194. https://doi.org/10.1007/s11858-998-0009-z
  21. Knijnik, G. (2007). Mathematics education and the Brazilian landless movement: Three different mathematics in the context of the struggle for social justice. Philosophy of Mathematics Education Journal, 21, 1–18. http://people.exeter.ac.uk/PErnest/pome21/index.htm
  22. Knijnik, G. (2012). Differentially positioned language games: Ethnomathematics from a philosophical perspective. Educational Studies in Mathematics, 80(1–2), 87–100. https://doi.org/10.1007/s10649-012-9396-8
  23. Meaney, T., Trinick, T., & Fairhall, U. (2012). Collaborating to meet language challenges in indigenous mathematics classrooms. Springer. https://doi.org/10.1007/978-94-007-1994-1
  24. Mesquita, M. (2010). Urban ethnomathematics and ethnogenesis: Community projects in Caparica [Conference presentation]. Fourth International Congress of Ethnomathematics, Towson, MD, United States.
  25. Mesquita, M. (2013). Urban boundaries and love: The emergency of the communitarian education in a transcultural and transdisciplinar movement [Conference presentation]. The Day of the Social Education Course.
  26. Miarka, R. (2011). Etnomatemática : Do ôntico ao ontológico [Ethnomathematics: From the ontic to the ontological, Doctoral dissertation, Universidade Estadual Paulista]. http://hdl.handle.net/11449/102101
  27. Millroy, W. L. (1992). An ethnographic study of the mathematical ideas of a group of carpenters. National Council of Teachers of Mathematics. https://doi.org/10.2307/749904
  28. Oliveira, S. De. (2013). O saber/fazer/ser e conviver dos educadores indígenas Apinayé [The Apinayé indigenous educators’ knowledge/doing/being and living together, Doctoral dissertation, Universidade Estadual Paulista]. http://hdl.handle.net/11449/102113
  29. Pais, A. (2013). Ethnomathematics and the limits of culture. For the Learning of Mathematics, 33(3), 2–6.
  30. Parra, A. I. (2024). Algunos lugares comunes en las investigaciones etnomatemáticas [Some commonplaces in ethnomathematical research]. In I.-A. Londoño-Agudelo & H. Blanco-Alvarez (Eds.), Reflexiones sobre educación matemática desde la Etnomatemática Editorial Universidad de los Llanos (pp. 131–143). Editorial Universidad de los Llanos
  31. Parra, A. I. (2018). Curupira’s walk: Prowling ethnomathematics theory through decoloniality. Aalborg Universitetsforlag.
  32. Pickering, A. (2010). The mangle of practice: Time, agency, and science. University of Chicago Press.
  33. Radford, L. (2014). Cultura e historia: Dos conceptos difíciles y controversiales en aproximaciones contemporáneas en la educación matemática [Culture and history: Two difficult and controversial concepts in contemporary approaches to mathematics education]. In I. Mendes & C. Farias (Eds.), Práticas socioculturais e educação matemática (pp. 49–68). Livraria da Física.
  34. Radford, L. (2016). Epistemology as a research category in mathematics teaching and learning. In B. Hodgson, A. Kuzniak, & J. B. Lagrange (Eds.), The didactics of mathematics: Approaches and issues (pp. 31–36). Springer. https://doi.org/10.1007/978-3-319-26047-1_2
  35. Rappaport, J. (2008). Beyond participant observation: Collaborative ethnography as theoretical innovation. Collaborative Anthropologies, 1(1), 1–31. https://doi.org/10.1353/cla.0.0014
  36. Rowlands, S., & Carson, R. (2002). Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review of ethnomathematics. Educational Studies in Mathematics, 50(1), 79–102. https://doi.org/10.1023/A:1020532926983
  37. Salzman, P. C. (2002). On reflexivity. American Anthropologist, 104(3), 805–811.
  38. Savransky, M. (2012). Worlds in the making: Social sciences and the ontopolitics of knowledge. Postcolonial Studies, 15(3), 351–368. https://doi.org/10.1080/13688790.2012.753572
  39. Shanker, S. (1987). Wittgenstein and the turning-point in the philosophy of mathematics. Croom Helm.
  40. Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples. Zed.
  41. Tamayo-Osorio, C. (2017). Vení, vamos hamacar el mundo, hasta que te asustes: uma terapia do desejo de escolarização moderna [Come on, let’s rock the world until you get scared: A therapy of modern schooling desire, Doctoral dissertation, Universidade Estadual de Campinas].
  42. Uribe Suarez, D. E. (2021). Modelo metodológico comparativo para estudios etnomatemáticos [Comparative methodological model for ethnomathematical studies, Doctoral dissertation, Universidad Antonio Nariño]. http://repositorio.uan.edu.co/handle/123456789/1947
  43. Vilela, D. (2010). Discussing a philosophical background for the ethnomathematical program. Educational Studies in Mathematics, 75(3), 345–358. https://doi.org/10.1007/s10649-010-9261-6
  44. Vithal, R., & Skovsmose, O. (1997). The end of innocence: A critique of ‘Ethnomathematics’. Educational Studies in Mathematics, 34(2), 131–157. https://doi.org/10.1023/A:1002971922833
  45. Woolgar, S. (1988). Knowledge and reflexivity: New frontiers in the sociology of knowledge. Sage.