Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups

ZDM Pub Date : 2023-11-27 DOI:10.1007/s11858-023-01539-7
Milton Rosa, Daniel Clark Orey
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Abstract

Mathematics education is inherent to the discourse of globalization, which often states that mathematical knowledge is universal. Certain global mathematical techniques and procedures found in many mathematics curricula around the world often discourage students to engage in creating their own mathematical knowledge. This suggests that dominant cultural values are defined as universal or at the very least labeled as normative, while peripheral mathematical knowledge is tagged as merely simplistic, primitivistic, folkloristic, and/or as forms of obsolete systems. Our main purpose here is to discuss how ethnomodelling promotes a holistic understanding of local and global approaches in mathematics education, which contributes to the development of a glocal comprehension of mathematical practices developed by members of distinct cultures, which means placing them at the center of the educational process. Through the development of ethnomodelling, this pedagogical action promotes connections between day-to-day knowledge and systematized school curricula. Thus, this theoretical article demonstrates how we might consider situating local mathematical practices (margins) at the center (glocal) of the mathematics education process by decentering globalized mathematical knowledge in the search for peace and social justice.

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探索民族塑造的文化动力作为少数民族文化群体学生的教学行动
数学教育是全球化话语所固有的,全球化话语往往声称数学知识是普遍的。在世界各地的许多数学课程中发现的某些全球数学技术和程序经常阻碍学生从事创造自己的数学知识。这表明,占主导地位的文化价值被定义为普遍的,或者至少被标记为规范的,而外围的数学知识被标记为仅仅是简单的、原始的、民俗的和/或过时系统的形式。我们在这里的主要目的是讨论民族建模如何促进对当地和全球数学教育方法的整体理解,这有助于发展对不同文化成员发展的数学实践的全球理解,这意味着将他们置于教育过程的中心。通过发展民族模式,这种教学行动促进了日常知识与系统化学校课程之间的联系。因此,这篇理论文章展示了我们如何考虑通过在寻求和平与社会正义的过程中分散全球化的数学知识,将当地的数学实践(边缘)置于数学教育过程的中心(全球本地)。
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