Discussion group 18:
The role of ethnomathematics in mathematics education
Jorge Urencio Auditorium - FIME

What is the relationship between ethnomathematics, mathematics and anthropology and the politics of mathematics education? What evidence is there, and how do we get more, that school programmes incorporating ethnomathematical ideas succeed in achieving their (ethnomathematical?) aims? What are the implications of existing ethnomathematical studies for mathematics and mathematics education? What is the relationship of different languages (or other cultural features) to the production of different mathematics?

  • Marcos Cherinda (Mozambique)
    mCherinda@tvcabo.co.mz
  • Rick Silverman (USA)
    flsilver@aol.com
Top of page
Team members:
  • Edith Saiz (Mexico)
    colibrizquierdo@hotmail.com
  • Darlinda Moreira (Portugal)
    darmore@univ-ab.pt
  • Mogege Mosimege (South Africa)
    mogege.mosimege@nwu.ac.za
Top of page
Call for Papers

The organizing team invites submissions of papers for Discussion Group 18: The Role of Ethnomathematics in Mathematics Education.

Please, write your paper with attention to one or more of the following questions:

  1. What is ethnomathematics?
  2. How is ethnomathematics related to mathematics, anthropology, or the politics of mathematics education?
  3. What evidence is there, and how do we get more, that school programms incorporating ethnomathematical ideas succeed in achieving their aims for the mathematical education of learners and of their ethnomathematical aims?
  4. What are the implications of existing ethnomathematical studies for mathematics and mathematics education?
  5. What is the relationship between Ethnomathematics and Multicultural Mathematics and between Ethnomathematics and Social Aspects of Mathematics Education.
  6. How have the developments in Indigenous knowledge throughout the world affected or influenced ethnomathematical research.
  7. Ubi D’Ambrosio and his disciples advocate that Ethnomathematics offers opportunities for teaching and learning mathematics that promote a world agenda for increasing the prospects of peace and diminishing the prospects of war and conflict? To what extent does consensus exist for this perspective? Why?

Please send by email proposals to all members of the Organizing Team:

Marcos Cherinda (Mozambique), Team Chair, mCherinda@tvcabo.co.mz
Rick Silverman (USA), Team Chair, flsilver@aol.com
Edith Saiz (Mexico) colibrizquierdo@hotmail.com
Darlinda Moreira (Portugal) darmore@univ-ab.pt
Mogege Mosimege (South Africa) mogege.mosimege@nwu.ac.za

Organizing Team members will screen each proposal and notify authors of the decision to accept or not accept by __________________________ . Authors whose proposals accepted will submit their completed papers to Organizing Team member by ________________________ . The Organizing Team will upload each paper to the DG18 website for public access and specifically for the purpose of attendees to ICME 11 – DG18 to read and study them in advance to prepare for discussion at the time at DG18 convenes at ICME 11. Accepted papers will be published on the website of the conference and on a conference CD. Authors are encouraged to submit papers for review for possible publication in The Journal of Mathematics and Culture (http://www.ccd.rpi.edu/Eglash/nasgem/jmc/jmc.htm ).

Initial Schedule

Short outline/proposal (2 pages) - Dec 28, 2007 – Feb 8, 2008
Answer to the authors -
Feb 29, 2008
Paper Submitted - April 14, 2008
Papers reviewed by the organizing team -
May 16, 2008
Final paper submitted and posted on the DG18 website — May 30, 2008

Practical information

Length of proposal: 2 pages plus references – Length of final paper: 8 pages including references.

Top of page
Top of page