Bridging policy and practice with ethnomathematics
| dc.contributor.author | Furuto, Linda | |
| dc.date.accessioned | 2015-09-10T05:26:31Z | |
| dc.date.available | 2015-09-10T05:26:31Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | Defined as the intersection of historical traditions, sociocultural roots, linguistics, and mathematics, ethnomathematics encourages the investigation and adaptation of these concepts within formal and informal environments. Ethnomathematics is a tool to foster an ongoing process of wayfinding by: (1) respecting and celebrating cultural systems and practices in experiential, place-based education, (2) strengthening student engagement pathways through multiple approaches to learning mathematics, and (3) providing a framework for sustainable campus-community networks. The goal is to acknowledge that diverse cultural systems and frameworks have served many cultures well, and to help educators discover multiple pathways that foster student engagement. A strong component is finding relevance in real-world applications through equity in research, pedagogy, and promising practices that honor indigenous wisdom and 21st century learning. | |
| dc.format.extent | 31-57 | |
| dc.identifier.citation | 7(1) | |
| dc.identifier.uri | http://hdl.handle.net/10125/36867 | |
| dc.language.iso | en-US | |
| dc.publisher | Journal of Mathematics and Culture | |
| dc.title | Bridging policy and practice with ethnomathematics | |
| dc.type | Article | |
| dc.type.dcmi | Text |
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