Titlebook: Ethnomathematics and its Diverse Approaches for Mathematics Education; Milton Rosa,Lawrence Shirley,Wilfredo V. Alangui Book 2017 Springer

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Supporting Multiple Applicationsces applied on curved surface registry called ., with a group of eight craftswomen, members of a craftswomen regional association, in Aritapera region, rural area of Santarém, Pará, Brazil. This paper intends to analyse informal learning processes developed during . crafting production and ornamenti

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Janice McGregor,Julieta Fernándezcs—and with a view to contribute to their social inclusion through an ethnomathematical perspective led us to conduct fieldwork on the Roma students’ community of origin. The ethnomathematical perspective supported the combination of a critical ethnographical fieldwork using critical communicative m

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https://doi.org/10.1007/978-981-13-0917-5the objectives to explore approaches to Chundara teaching and learning and to uncover mathematical knowledge used in constructing wooden artifacts. The methodological procedures included in-depth interviews and the observation of activities in the Chundara workplace. This includes daily activities a

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Arun Kumar Gopalaswamy,M. Suresh Babuinuing need to develop mathematics lessons that are culturally relevant for Indigenous Filipino students. In general, teachers involved in Indigenous peoples’ education have difficulty in developing culturally relevant mathematics lessons, with the relative? exception of PAMANA KA, a school for Indi

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Designing Social Science Researchspatial thinking and visual reasoning). This kind of reasoning occurs with representations but also in everyday living. In other words, ecology and culture impact on mathematical reasoning and learning. To investigate this premise, Papua New Guinean Indigenous cultures and their mathematical activit

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