| 000 | 03469nam a22005535i 4500 | ||
|---|---|---|---|
| 001 | 978-3-319-30120-4 | ||
| 003 | DE-He213 | ||
| 005 | 20180131132531.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 160405s2016 gw | s |||| 0|eng d | ||
| 020 |
_a9783319301204 _9978-3-319-30120-4 |
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| 024 | 7 |
_a10.1007/978-3-319-30120-4 _2doi |
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| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aJNU _2bicssc |
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| 072 | 7 |
_aPB _2bicssc |
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| 072 | 7 |
_aEDU029010 _2bisacsh |
|
| 082 | 0 | 4 |
_a370 _223 |
| 100 | 1 |
_aRosa, Milton. _eauthor. |
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| 245 | 1 | 0 |
_aCurrent and Future Perspectives of Ethnomathematics as a Program _h[electronic resource] / _cby Milton Rosa, Ubiratan D’Ambrosio, Daniel Clark Orey, Lawrence Shirley, Wilfredo V. Alangui, Pedro Palhares, Maria Elena Gavarrete. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016. |
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| 300 |
_aVI, 45 p. 4 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 |
_aICME-13 Topical Surveys, _x2366-5947 |
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| 505 | 0 | _a1. Introduction -- 2. An overview of the history of ethnomathematics -- 3. State of the art in ethnomathematics -- 4.In guise of conclusion.-5. References. | |
| 506 | 0 | _aOpen Access | |
| 520 | _aThis survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 |
_aMathematics _xStudy and teaching. |
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| 650 | 0 | _aTeaching. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aMathematics Education. |
| 650 | 2 | 4 | _aLearning & Instruction. |
| 650 | 2 | 4 | _aTeaching and Teacher Education. |
| 700 | 1 |
_aD’Ambrosio, Ubiratan. _eauthor. |
|
| 700 | 1 |
_aOrey, Daniel Clark. _eauthor. |
|
| 700 | 1 |
_aShirley, Lawrence. _eauthor. |
|
| 700 | 1 |
_aAlangui, Wilfredo V. _eauthor. |
|
| 700 | 1 |
_aPalhares, Pedro. _eauthor. |
|
| 700 | 1 |
_aGavarrete, Maria Elena. _eauthor. |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319301198 |
| 830 | 0 |
_aICME-13 Topical Surveys, _x2366-5947 |
|
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-3-319-30120-4 |
| 912 | _aZDB-2-EDA | ||
| 999 |
_c188919 _d188919 |
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