Ethnomathematics as a Human Right

Onderzoeksoutput: Chapterpeer review

Samenvatting

This chapter considers the field of enquiry called ethnomathematics and its role within mathematics education. I elaborate on the shifted meaning of "ethnomathematics." This "enriched meaning" impacts on the philosophy of mathematics education. Currently, the concept is no longer reserved for the so-called "nonliterate" people, but also includes diverse mathematical practices even within Western classrooms. Consequently, mathematics teachers are challenged to handle people's cultural diversity occurring within every classroom setting. Ethnomathematics has clearly gained a prominent role, within Western curricula, becoming meaningful in the exploration of various aspects of mathematical literacy. I discuss this enriched meaning of ethnomathematics as an alternative, implicit philosophy of school mathematical practices.
Originele taal-2English
TitelCritical Mathematics Education: Theory, Praxis, and Reality
RedacteurenPaul Ernest, Bharath Sriraman, Nuala Ernest
Plaats van productieCharlotte, North Carolina, USA
UitgeverijInformation Age Publishing
Pagina's187-199
Aantal pagina's12
ISBN van elektronische versie978-1-68123-261-4
ISBN van geprinte versie978-1-68123-259-1, 978-1-68123-260-7
StatusPublished - feb 2016

Publicatie series

NaamCognition, Equity & Society: International Perspectives.
UitgeverijInformation Age Publishing

Bibliografische nota

P. Ernest, B. Sriraman

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