REVISITING THE THEORETICAL FOUNDATIONS OF ETHNOMODELLING
DOI:
https://doi.org/10.15448/2179-8435.2023.1.45054Keywords:
ethnomathematics, ethnomodelling, mathematical modelling, sociocultural perspective.Abstract
By including mathematical activities from outside of the school environment, the process of modelling shows us that mathematics is more than the manipulation of mathematical symbols, procedures, and practices. The application of ethnomathematical techniques along with the tools of modelling allows us to see a holistic reality to mathematics. From this perspective, one pedagogical approach that connects the cultural features of mathematics with its school/academic aspects is named ethnomodelling, which is a process of translation and elaboration of problems and questions taken from systems that are part of the reality of the members of any cultural group. In this article we offer an alternative goal for educational research, which is the acquisition of both emic (local) and etic (global) approaches for the implementation of ethnomodelling in the classrooms. We also discuss a third approach on ethnomodelling, which is the dialogical (glocal) approach, which combines both emic and etic approach bases. Finally, we define ethnomodelling as the study of mathematical phenomena within a culture because it is a social construct and is culturally bound, which adds the cultural characteristics of mathematics into the modelling process.
Downloads
References
ALVES, G. M. As contribuições da Etnomatemática e da perspectiva sociocultural da história da matemática para a formação da matemática cidadania dos alunos de uma turma do 8.º ano do ensino fundamental por meio do ensino e aprendizagem de conteúdos da educação financeira. 2014. 357 f. Dissertação (Mestrado em Educação Matemática) – Universidade Federal de Ouro Preto, Ouro Preto, 2014.
ASCHER, M. Mathematics elsewhere: an exploration of ideas across cultures. Princeton: Princeton University Press, 2002. DOI: https://doi.org/10.1515/9780691187648
BARTON, W. D. Ethnomathematics: exploring cultural diversity in mathematics. Doctorate dissertation in Mathematics Education. Auckland: The University of Auckland, 1996.
BASSANEZI, R. C. Ensino-aprendizagem com modelagem matemática. São Paulo: Contexto, 2002.
BERRY, J. W. Emics and etics: a symbiotic conception. Culture & Psychology, London, v. 5, n. 2, p. 165-171, 1999. DOI: https://doi.org/10.1177/1354067X9952004
CORTES, D. P. O. Re-significando os conceitos de função: um estudo misto para entenderas contribuições da abordagem dialógica da etnomodelagem. 2017. Dissertação (Mestrado Profissional em Educação Matemática) – Departamento de Educação Matemática, Universidade Federal de Ouro Preto, Ouro Preto, 2017.
CRAIG, E. Routledge encyclopedia of philosophy: questions to sociobiology. New York: Routledge, 1998. v. 8.
D’AMBROSIO, U. Etnomatemática. São Paulo: Ática, 1990.
D’AMBROSIO, U. Etnomatemática: um programa. Educação Matemática em Revista, Blumenau, v. 1, n. 1, p. 5-11, 1993.
EGLASH, R. African fractals: modern computing and indigenous design. New Brunswick: Rutgers University Press, 1999.
EGLASH, R. et al. Culturally situated designed tools: ethnocomputing from field site to classroom. American Anthropologist, Virginia, v. 108, n. 2, p. 347-362, June 2006. Available at: https://doi.org/10.1525/aa.2006.108.2.347. Accessed on: Dec 14 2023. DOI: https://doi.org/10.1525/aa.2006.108.2.347
GAVARRETE, M. E. ¿Cómo promover educación matemática intercultural y combatir el etnocentrismo? In: GONZÁLEZ, M. J. A. (coord.). Educación e interculturalidad: dialogando en plural. San José: Ministerio de Educación Pública de Costa Rica, 2014. p. 191-216.
LETT, J. Emic-etic distinctions. In: LEVINSON, D.; EMBER, M. (ed.). Encyclopedia of cultural anthropology. New York: Henry Holt and Company, 1996. p. 382-383.
LOVELACE, G. W. Cultural beliefs and the management of agro-ecosystems. In: RAMBO, A. T.; SAJISE, P. E. (ed.). An introduction to human ecology research on agricultural systems in Southeast Asia. Honolulu: East–West Centre, 1984. p. 194-205.
MARTIN, J. N.; NAKAYAMA, T. K. Intercultural communication in contexts. Boston: McGraw-Hill, 2007.
OREY, D. C. The ethnomathematics of the Sioux tipi and cone. In: SELIN, H. (ed.). Mathematics across culture: the history of non-western mathematics. Dordrecht: Kluwer Academic Publishers, 2000. p. 239-252. DOI: https://doi.org/10.1007/978-94-011-4301-1_13
PIKE, K. L. Emic and etic standpoints for the description of behavior. Glendale: Summer Institute of Linguistics, 1954.
POLLAK, R. A.; WATKINS, S. C. Cultural and economic approaches to fertility: proper marriage or mésalliance? Population and Development Review, New York, v. 19, n. 3, p. 467-496, Sept. 1993. Available at: https://doi.org/10.2307/2938463. Accessed on: Dec 14 2023. DOI: https://doi.org/10.2307/2938463
ROSA, M. A mixed-methods study to understand the perceptions of high school leader about English language learners (ELL): the case of mathematics. 2010. Dissertation (Doctorate in Educational Leadership) – California State University, Sacramento, California, 2010.
ROSA, M.; OREY, D. C. A dimensão crítica da modelagem matemática: ensinando para a eficiência sociocrítica. Horizontes, Campinas, v. 25, n. 2, p. 197-206, July/Dec. 2007. Available at: https://lyceumonline.usf.edu.br/webp/portalUSF/itatiba/mestrado/educacao/uploadAddress/Horizontes_25_2_07%5B11066%5D.pdf. Accessed on: Dec 14 2023.
ROSA, M.; OREY, D. C. Abordagens atuais do programa etnomatemática: delineando um caminho para a ação pedagógica. Bolema, Rio Claro, v. 19, n. 26, p. 19-48, 2006. Available at: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/issue/view/705. Accessed on: Dec 14 2023.
ROSA, M.; OREY, D. C. Ethnomodelling as a pedagogical tool for the ethnomathematics program. Revista Latinoamericana de Etnomatemática, San Juan de Pasto, v. 3, n. 2, p. 14-23, 2010a. Available at: https://www.redalyc.org/pdf/2740/274019443002.pdf. Accessed on: Dec 14 2023.
ROSA, M.; OREY, D. C. Ethnomodelling: a pedagogical action for uncovering ethnomathematical practices. Journal of Mathematical Modelling and Application, Blumenau, v. 1, n. 3, p. 58-67, 2010b.
ROSA, M.; OREY, D. C. Etnomodelagem: a arte de traduzir práticas matemáticas locais. São Paulo: Livraria da Física, 2017.
ROSA, M.; OREY, D. C. Humanizing mathematics through ethnomodelling. Journal of Humanistic Mathematics, Claremont, v. 6, n. 3, p. 3-22, July 2016. Available at: https://scholarship.claremont.edu/jhm/vol6/iss2/3. Accessed on: Dec 14 2023. DOI: https://doi.org/10.5642/jhummath.201602.03
ROSA, M.; OREY, D. C. O campo de pesquisa em etnomodelagem: as abordagens êmica, ética e dialética. Educação e Pesquisa, São Paulo, v. 38, n. 4, p. 865-879, 2012. Available at: https://doi.org/10.1590/S1517-97022012000400006. Accessed on: Dec 14 2023. DOI: https://doi.org/10.1590/S1517-97022012000400006
ROSA, M.; OREY, D. C. Symmetrical freedom quilts: the ethnomathematics of ways of communication, liberation, and art. Revista Latinoamericana de Etnomatemática, San Juan de Pasto, v. 2, n. 2, p. 52-75, 2009. Available at: https://www.revista.etnomatematica.org/index.php/RevLatEm/article/view/19/393. Accessed on: Dec 14 2023.
ROSA, M.; OREY, D. C. Vinho e queijo: etnomatemática e modelagem! BOLEMA, Rio Claro, v. 16, n. 20, p. 1-16, 2003. Available at: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/issue/view/699. Accessed on: Dec 14 2023.
THOMAS, K.; HART, J. Pre-service teacher perceptions of model eliciting activities. In: R. Lesh, R., Galbraith, P. L., HAINES, C. R.; HURFORD, A. (ed.). Modeling students’ mathematical modeling competencies (pp. 531-539). New York, NY: Springer Science & Business Media, 2010. DOI: https://doi.org/10.1007/978-1-4419-0561-1_46
URTON, G. The social life of numbers: a Quechua ontology of numbers and philosophy of arithmetic. Austin: University of Texas Press, 1997.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Educação Por Escrito
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Educação Por Escrito implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Educação Por Escrito as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.