Overview
- Includes original ethnographic materials focusing on mathematical abilities and procedures in non-Western subjects
- Highlights the use of ethnographic data in sophisticated educational processes in mathematics
- Offers insights from a ‘second generation’ of ethnomathematics studies
Buy print copy
About this book
The book is divided into three parts. The first part extensively analyzes theoretical claims using particular ethnographic data, while revealing the structural mathematical features of different ludic, graphic, or technical/procedural practices in their links to other cultural phenomena. In the second part, new empirical studies that add data and perspectives from the body of studies on indigenous knowledge systems to the ongoing discussions in mathematics education in and for diverse cultural traditions are presented. This part considers, on the one hand, the Brazilian work in this field; on the other hand, it brings ethnographic innovation from other parts of the world. The third part comprises a broad philosophical discussion of the impact of intuitive or "ontological" premises on mathematical thinking and education in the light of recent developments within so-called indigenously inspired thinking. Finally, the editors’ conclusions aim to invite the broad and diversified field of scholars in this domain of research to seek alternative approaches for understanding mathematical reasoning and the adjacent adequate educational goals and means.
This book is of interest to scholars and students in anthropology, ethnomathematics, history and philosophy of science, mathematics, and mathematics education, as well as other individuals interested in these topics.
Similar content being viewed by others
Keywords
Table of contents (9 chapters)
-
Ethnography and Mathematics
-
Impact of Indigenous Culture on Education in General, and on Mathematics Classes in Particular
-
Meta-studies
Reviews
Editors and Affiliations
About the editors
Rik Pinxten has worked as an anthropologist with the Navajo Indians of Arizona/New Mexico in the USA, on spatial knowledge in the language and in cultural practices. He developed a Navajo curriculum book for geometry teaching in primary school. With thoroughly comparative work on knowledge and studies in ethnomathematics, he has produced a synthesis on the use of anthropological studies in mathematics education. He has also published on epistemology and anthropology of knowledge. He is an activist and an academic.
Bibliographic Information
Book Title: Indigenous Knowledge and Ethnomathematics
Editors: Eric Vandendriessche, Rik Pinxten
DOI: https://doi.org/10.1007/978-3-030-97482-4
Publisher: Springer Cham
eBook Packages: Mathematics and Statistics, Mathematics and Statistics (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-97481-7Published: 15 February 2023
Softcover ISBN: 978-3-030-97484-8Published: 15 February 2024
eBook ISBN: 978-3-030-97482-4Published: 14 February 2023
Edition Number: 1
Number of Pages: XIV, 285
Number of Illustrations: 39 b/w illustrations, 70 illustrations in colour
Topics: Mathematics Education, Anthropology, Philosophy of Education