41. ENC: Curriculum Resources: International Study Group On Ethnomathematics (ISGEm) Privacy, Copyright Disclaimer. Brief Record International Study Group on ethnomathematics(ISGEm). Contents What is ISGEm? What is ethnomathematics? http://www.enc.org/resources/records/full/0,1240,012550,00.shtm

Skip Navigation You Are Here ENC Home Curriculum Resources Advanced Search ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Search Browse About Curriculum Resources Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. International Study Group on Ethnomathematics (ISGEm) URL: http://www.rpi.edu/~eglash/isgem.htm ENC#: ENC-012550 Publisher: Ohio State University, College of Humanities Date: Grades: 7 8 9 10 11 12 Post-secondary Abstract: This World Wide Web (WWW) site provides information abut the International Study Group on Ethnomathematics (ISGEm), an affiliate of the National Council of Teachers of Mathematics (NCTM) dedicated to the study of mathematical practices of identifiable cultural groups. Mathematical practices include the formal symbolic systems, spatial designs, practical construction techniques, ways of reasoning, and other cognitive and material activities. This site provides links to ISGEm newsletters that are published semiannually and also to other ethnomathematics-related sites, including sites about African and Native American mathematics, mathematics and gender, and indigenous knowledge systems. The links page provides access to information on topics such as African fractals, the Quipo (an Incan data structure), adult education, Mayan numbers, Native American astronomy, and how to count in 2000 languages. Abstracted 06/98. (Author/RMK)

42. ENC: Curriculum Resources: International Study Group On Ethnomathematics (ISGEm) Privacy, Copyright Disclaimer. Full Record International Study Groupon ethnomathematics (ISGEm). URL http//www.rpi.edu/~eglash http://www.enc.org/resources/records/0,1240,012550,00.shtm

Skip Navigation You Are Here ENC Home Curriculum Resources Advanced Search ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Search Browse About Curriculum Resources Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. International Study Group on Ethnomathematics (ISGEm) URL: http://www.rpi.edu/~eglash/isgem.htm ENC#: ENC-012550 Publisher: Ohio State University, College of Humanities Date: Grades: 7 8 9 10 11 12 Post-secondary Abstract: This World Wide Web (WWW) site provides information abut the International Study Group on Ethnomathematics (ISGEm), an affiliate of the National Council of Teachers of Mathematics (NCTM) dedicated to the study of mathematical practices of identifiable cultural groups. Mathematical practices include the formal symbolic systems, spatial designs, practical construction techniques, ways of reasoning, and other cognitive and material activities. This site provides links to ISGEm newsletters that are published semiannually and also to other ethnomathematics-related sites, including sites about African and Native American mathematics, mathematics and gender, and indigenous knowledge systems. The links page provides access to information on topics such as African fractals, the Quipo (an Incan data structure), adult education, Mayan numbers, Native American astronomy, and how to count in 2000 languages. Abstracted 06/98. (Author/RMK)

43. MAC And Ethnomathematics MAC and ethnomathematics. ethnomathematics at Edmonds Community College TheTribal Community Project Anthropology 210 – North American Indians. http://mac.edcc.edu/ethnomathematics.htm

MAC and Ethnomathematics Ethnomathematics at Edmonds Community College : The Tribal Community Project - Anthropology 210 – North American Indians Ethnomathematics at Seattle Central Community College A coordinated studies program (18 credits) which combines history of math, multicultural history and sociology. Ethnomathematics at University of Washington Bothell A study of the mathematics in a variety of cultures

44. Ethnomathematics Resources ethnomathematics Resources. ethnomathematics A Multicultural Viewof Mathematical Ideas by Marcia Ascher. The Multicultural Math http://mac.edcc.edu/ethnomathematics_resources.htm

Ethnomathematics Resources Ethnomathematics: A Multicultural View of Mathematical Ideas by Marcia Ascher The Multicultural Math Classroom: Bringing in the World by Claudia Zaslavsky Ethnomathematics: Challenging Eurocentrism in Mathematics Education (Suny Series, Reform in Mathematics Education) Radical Equations: Organizing Math Literacy in America's Schools by Robert P. Moses Women, Art, and Geometry in Southern Africa by Paulus Gerdes Multicultural Mathematics: Interdisciplinary Cooperative-Learning Activities by Claudia Zaslavsky Multicultural Mathematics Materials by Marina C. Krause The Story of Mathematics by Richard Mankiewicz The Crest of the Peacock by George Gheverghese Joseph Mathematics of the Incas: Code of the Quipu Africa Counts: Number and Pattern in African Culture by Claudia Zaslavsky

45. LycosZone Directory > Homework > Math > History Of Mathematics > Ethnomathematic What kind of ethnomathematics Websites are you looking for? Mayan Numeration A discussion of the ways in which Mayans wrote numbers and kept records. http://www.lycoszone.com/dir/Homework/Math/History of Mathematics/Ethnomathemati

Search For: Lycos Zone Home Family Zone Teachers Zone What kind of Ethnomathematics Websites are you looking for? Mayan Numeration A discussion of the ways in which Mayans wrote numbers and kept records. Grade Level: 9-12 Check out other "History of Mathematics" Web Pages! Go To Top of Directory Back to Lycos Zone! Lycos Worldwide ... Lycos Zone Privacy Statement

46. Seminario Didattico: Research Cognitive Processes in Mathematics, Curriculum and Assesment, ethnomathematics,Metacognition and Affect, Technology and Math Education. ethnomathematics. People. http://poisson.dm.unipi.it/~semdid/groups.php?lang=en&group=etno

47. Historia Matematica Mailing List Archive: Re: [HM] Ethnomathematics Re HM ethnomathematics. Previous message Ivan Van Laningham Re HM ethnomathematics ;Maybe in reply to Milo Gardner HM ethnomathematics . http://sunsite.utk.edu/math_archives/.http/hypermail/historia/dec99/0144.html

Re: [HM] Ethnomathematics Marcia Ascher aschaca@clarityconnect.com Thu, 16 Dec 1999 19:21:44 -0500 Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] Next message: Julio Gonzalez Cabillon: "Re: [HM] Augustine Quote on Mathematicians" Previous message: Ivan Van Laningham: "Re: [HM] Ethnomathematics" Maybe in reply to: Milo Gardner: "[HM] Ethnomathematics" Milo Gardner wrote: I believe that the "University of Michigan's Quipu books" to which Ascher, University of Michigan Press, 1978. A prominent notice in our this set of microfiche containing 1155 pages of detailed descriptions of 191 quipus. The data was collected by us through first-hand study of specimens in museums and private collections spread over three which our conclusions are based. The descriptions were expressly published and written in such a way so that any interested person can study them independently. When these fiche became unavailable through the University of Michigan Press, we turned over the fiche masters to the Cornell University Archivist with the understanding that, in addition to being available to be read in the Library, copies would

48. Historia Matematica Mailing List Archive: [HM] Ethnomathematics HM ethnomathematics. Milo Gardner (milo.gardner@24stex.com) Thu, 16 Dec 99 0749100700 Next message Ivan Van Laningham Re HM ethnomathematics ; http://sunsite.utk.edu/math_archives/.http/hypermail/historia/dec99/0134.html

[HM] Ethnomathematics Milo Gardner milo.gardner@24stex.com Thu, 16 Dec 99 07:49:10 -0700 Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] Next message: Ivan Van Laningham: "Re: [HM] Ethnomathematics" Previous message: Franz Lemmermeyer: "Re: [HM] Euler" Next in thread: Ivan Van Laningham: "Re: [HM] Ethnomathematics" Dear HM list members: Laura Laurencich Minelli's Italian Archive post is greatly appreciated. It is important to ponder the impact of the Inquisition, as it began in 1492 and officially ended in 1821. Two popular projects immediately come to mind. The first is Spain's most important literary work, Don Quixote, by Cervantes, that shows the Inquisition picture in a way that Cervantes reported it, yet personally escaped the dungeons. A more recent USA project was the movie, The Mission, staring Robert De Niro, playing a South American slaver, turned Jesuit. Laura' reporting of Inca history, from the Incan point of view, as written up by F. Valera is also important to consider. It explains why the quipu, first reported to modern archaeology in the 1920's was ignored as containing jibberish. Even today

49. Radstats: Review Of Ethnomathematics - Challenging Eurocentrism In Mathematics E REVIEWS. ethnomathematics challenging eurocentrism in mathematics education.Arthur B. Powell and Marilyn Frankenstein (Eds.). ethnomathematics. http://www.radstats.org.uk/no076/shapiro.htm

Radical Statistics The Journal The Subjects The Books News ... Home REVIEWS Ethnomathematics - challenging eurocentrism in mathematics education Arthur B. Powell and Marilyn Frankenstein (Eds.) (1997), 440 pages, ISBN 0-7914-3351-X, Albany: State University of New York Press Review by Janet Shapiro Introduction I taught mathematics in school for several years, and found myself combating the rather discouraging approach used in mathematics education. I wanted people to acknowledge the mathematical skills applied by necessity in many practical situations. So, I welcome this publication which confirms my own convictions, and I am very glad to have the opportunity to review it. After all, UNESCO designated the year 2000 as the International Year of Mathematics, and Maths Year 2000 is a DfEE (Department of Education and Employment) funded initiative. While academic in style, the book includes practical experience. Many of the chapters describe teachers learning from their pupils' responses, gaining insight into how cultural background and priorities of purpose can influence general problem solving strategies. Frequently the message is that the teacher must have awareness and sensitivity to appreciate the train of thought used by a pupil. There are frequent reports of otherwise illiterate people demonstrating innate mathematical ability. Structure However, the book suffers from being a collection of academic papers, each having a long list of citations, which inevitably carries a great deal of repetition. Many pages are devoted to polemical battles, in which the authors refute previous work with a Eurocentrist or elitist bias. The chapters are arranged in six sections, but section headings are not emphasised throughout the text. After reading through the chapters a second time I found that these thematic headings helped me to understand the thesis better. In my own words these themes were:

50. The Algorithm Collection Project (ACP): Using Ethnomathematics For Pedagogical A A Preliminary Report on the Preliminary Findings Using the ethnomathematics ofBasic Number Sense Acquisition Daniel Clark Orey, Ph.D. College of Education http://www.csus.edu/indiv/o/oreyd/acpaper.html

The Algorithm Collection Project A Preliminary Report on the Preliminary Findings Using the Ethnomathematics of Basic Number Sense Acquisition Daniel Clark Orey, Ph.D. College of Education California State University, Sacramento Theoretical Foundations Project Design The design of the project encompasses a three-step process: Collection Analysis : Each semester, the PI interviews a selected sample of the collected RAI sample. A website will eventually share examples and interviews from subjects willing to share their stories and algorithms. The samples will be analyzed using interview data, for protocols, and error patterns distinctive to each algorithm and its ethnomathematical content. During the pilot study in an urban high school in Sacramento, California over 16 different nationalities were represented. The pilot study uncovered three major patterns for long division being used by RAI high school students. The future proposed project seeks to reconfirm this pattern, and will look for other patterns in relation to addition, subtraction and multiplication algorithms and the unique relationship to multilingualism. Redevelopment : Pilot study data, was used to construct a new course objective for preservice mathematics methods students. Students were asked to interview a newly arrived immigrant. Future research seeks to catalog and study methods used in basic standard arithmetic calculation. This new data will enable this researcher to further study the cognitive consequences inherent in culture, language and algorithms have for children.

51. Jeito: On The Doing Of Ethnomathematics jeito on the doing of ethnomathematics. Introduction. Most notably ethnomathematics.The field of ethnomathematics has important Brazilian roots. http://www.csus.edu/indiv/o/oreyd/jeito.html

jeito: on the doing of ethnomathematics Introduction Many of us equate modern mathematics with Europe, North America and ancient Greece. The growth of a word-wide or internationalized culture (globalization), has made for numerous discoveries from outside this traditional sphere. Most notably: ethnomathematics. The field of ethnomathematics - has important Brazilian roots. In recognizing this, I have chosen the Portuguese word "jeito" - the unique Brazilian way of getting things done, as the name for this paper for a number of reasons. Most importantly, the use of this Brazilian word for this paper honors the two founders of the concept of ethnomathematics, the late Paulo Freire and my dear friend, mentor and colleague, Ubiratan D'Ambrosio. The word "jeito" seems apropos for the title of this work, as so much of ethnomathematics has come to be connected to the culture, people, and history of Brazil through the philosophy and work of Paulo Freire. Overview, Description and Background Information Ethnomathematics forms the intersection set between mathematics and cultural anthropology. The term, coined in 1968 by Brazilian educator Ubiratan D'Ambrosio, has its roots in the ideas and philosophy of the late Paulo Freire. Many ethnomathematicans seek to document the kind of mathematics used by indigenous peoples in numerous locations world-wide. As well, ethnomathematics possesses a strong link to multicultural mathematics. Many ethnomathematicans are involved in active research - the documentation and empowerment of people through the mathematics that particularly underrepresented peoples have used for centuries. D'Ambrosio has described ethnomathematics by looking at its etymology

52. AztecQuahuitl ethnomathematics. ethnomathematics is an attempt to bring mathematicsinto the lives of all students. History of ethnomathematics. http://www.mts.net/~lsisco/

Ethnomathematics Ethnomathematics is an attempt to bring mathematics into the lives of all students. It adds a global perspective to mathematics and highlights the accomplishments of all people of all heritages. Contents Rationale General Goals Lesson Plan: Aztec Quahuitl Lesson Plan: Greatest Area ... References Ethnomathematics Rationale in Manitoba Rationale for Home Page Ethnic minorities are now becoming the majority of the school-age population. The American National Research Council's Everybody Counts in Alcoze (1992) reports that white males will make up 15% of the net additions to the labour force between 1985 and 2000. The other 85% will be made up of women and people of colour. Multicultural education comprises a new, global perspective on the history of mathematics, sciences, and engineering. People studying the inclusion of an ethnomathematics perspective in the regular classroom ask the question: Does the context of ethnic information increase mathematical learning by increasing motivation through respect for minority contributions to mathematics? These facts led Lesley Sisco to ask the question: How do I value my students interests and also connect them to ideas and traditions growing out of centuries of mathematical exploration and invention?

53. Assessment Of The Ethnomathematics Unit Introduction on the Assessment of ethnomathematics Unit developed by KatharinePatterson Ruth. Your websites for ethnomathematics are excellent. http://www.easternct.edu/depts/edu/units/ethnomathassess.html

Introduction on the Assessment of Ethnomathematics Unit developed by Katharine Patterson I have been a teacher of mathematics for thirty years, yet by no means do I have a mathematical mind. By Gardner's definition of the Mathematical/Logical mind as being those "who display an aptitude for numbers, reasoning and problem solving," I come nowhere close to it. I had always felt a bit guilty about this as a teacher of math in the elementary classroom, when I realized, with a few basic math concepts, that this must also be true of a large majority of teachers in the classroom. Overhearing a conversation with a professor at SCSU who works with training teachers in the area of math, she stated that most student teachers were not enthusiastic about having to teach mathematics upon entering her class. Looking at the criteria for multiple intelligence Gardner also states "as cultural anthropologists continue to study the history of human evolution, there is adequate evidence that our species has developed intelligence over time through human experience." When I initially came

54. The Braden Files : Ethnomathematics Tuesday, March 4, 2003. ethnomathematics. For others, however, ethnomathematicsis an effort to supplant the tyranny of Western mathematical standards. http://braden.weblogs.com/2003/03/04

The Braden Files Curiosities of Math, History, Parachuting, etc.... Tuesday, March 4, 2003 Ethnomathematics Mathematics is one academic subject that would seem to reside in a world of universality, protected from competing opinions by the objectivity of its laws. But the real universal law is that everything is relative, even in math. For some, [ethnomathematics] just means studying the anthropology of various measurement methods; they merely want to supplement the accepted canon from Pythagoras to Euclid to Newton with mind-expanding explorations of mathematical ideas from other cultures. For others, however, ethnomathematics is an effort to supplant the tyranny of Western mathematical standards. "The practical effect," [Cal State Northridge mathematics professor David] Klein says, "has been watered-down math books that overemphasize inductive reasoning (like continuing visual patterns), because this is supposed to be good for women and minorities, and de-emphasizing deductive reasoning and mathematical proofs, which is the heart of mathematics, because that supposedly favors white males....Ancient techniques and early discoveries in math will not take students very far who want to do something in the modern world with mathematics," he says. Dirk Olin New York Times And if teaching mathematics alone weren't difficult enough, how about using mathematics

55. Ethnomathematics: Challenging Eurocentrism In Mathematics Education; Editor: Pow ethnomathematics Challenging Eurocentrism In Mathematics EducationEditor Powell, Arthur B.; Editor Frankenstein, Marilyn. http://www.opengroup.com/mabooks/079/0791433528.shtml

English Books German Books Spanish Books Sheet Music ... NEW RELEASES Ethnomathematics: Challenging Eurocentrism In Mathematics Education Editor: Powell, Arthur B.; Editor: Frankenstein, Marilyn Suny Series, Reform in Mathematics Education; Paperback Published: May 1997 State University of New York Press ISBN: 0791433528 This collection brings together classic, previously-published articles and new research to present the emerging field of ethnomathematics from a critical perspective, challenging particularways in which Eurocentrism permeates mathematics education. The contributors identify several of the field's broad themes reconsidering what counts as mathematical knowledge, considering interactions between culture and mathematical knowledge, and uncovering hidden and distorted histories of mathematical knowledge. The book offers a diversity of ethnomathematics perspectives that develop both theoretical and practical issues from various disciplines including mathematics, mathematics education, history, anthropology, cognitive psychology, feminist studies, and African studies written by aut PRODUCT CODE: 0791433528 USA/Canada: US$ 33.70

56. Ethnomathematics Catching On (NBS#436) Education In college math classes and in degree programs for future school teachers,professors are defining a new way of teaching math ethnomathematics. http://notes.nassmc.org/nbsfile00.nsf/44f429ce47b89bdb852569ba0063ba50/49c44120f

57. KLUWER Academic Publishers | Ethnomathematics Books » ethnomathematics. ethnomathematics A Multicultural View of MathematicalIdeas. edited by M. Ascher Ithaca College, USA. Contents. http://www.wkap.nl/prod/b/0-412-98941-7

Title Authors Affiliation ISBN ISSN advanced search search tips Books Ethnomathematics Ethnomathematics A Multicultural View of Mathematical Ideas edited by M. Ascher Ithaca College, USA Contents Review(s) A splendid book, well worth reading, using in courses and loaning to firends who think they don't like mathematics. - Mathematics Magazine Kluwer Academic Publishers, Dordrecht Paperback, ISBN 0-412-98941-7 June 1991, 203 pp. No longer our Publication Home Help section About Us Contact Us ... Search

58. KLUWER Academic Publishers | Ethnomathematics ethnomathematics A Multicultural View of Mathematical Ideas edited by M. Ascher IthacaCollege, USA Introduction; Numbers words and symbol; Tracing Graphs in http://www.wkap.nl/prod/b/0-412-98941-7?a=2

59. When Math Worlds Collide: Intention And Invention In Ethnomathematics -- Eglash Eglash, Ron. (1997). When Math Worlds Collide Intention and Invention inethnomathematics. Science, Technology and Human Values 22 (1) 7997. http://www.zaft.org/gordon/engr696a/eglash.htm

Eglash, Ron. (1997). When Math Worlds Collide: Intention and Invention in Ethnomathematics. Science, Technology and Human Values "Ethnomathematics is typically defined as the study of mathematical concepts in small-scale or indigenous cultures." With that definition, Eglash begins his examination of the place of ethnomathematics in anthropology and its relation with social constructivism. The usual assumption is that more complex societies will have more complex technology and "higher" mathematics. Eglash raises two critiques of this view; one based on social constructivism and the other as a reaction to the cultural shortsightedness of such emphasis on Western patterns of development. What about epistemology? Here the emphasis is on what the subjects being studied consciously or unconsciously know; mathematical anthropologists focused on what is unconsciously known, patterns of thought and behavior, while non-Western mathematics focused on the consciously known and applied a direct translation. Ethnomathematics combines these approaches to include conscious intent while also making use of pattern analysis. Ethnomathematics is controversial at best, and Eglash briefly discusses some applications of ethnomathematics to education (multicultural mathematics) and the problem of "cultural alienation" that it is intended to address. Despite some efforts to use ethnomathematics to aid in mathematics instruction, however, Eglash contends that an identification of ethnomathematics with strong constructivism has resulted in reluctance by the mathematics education community to adopt ethnomathematical concepts and methods. He goes on to suggest that a "positive theoretical relationship" can be built between the two by a) pointing out those instances where strong constructivists have rejected a conflation of ethnomathematics with strong construction, b) making constructivist arguments (weak or strong) more persuasive, and c) finding alternative formulations to the weak/strong construction formula.

60. Dr. Eduardo Arismendi-Pardi's Home Page How to Contact. Biography. Interesting Links. Discussion Area ethnomathematics Obtaining ethnomathematics Publications CURRICULUM VITAE . http://www.occ.cccd.edu/online/arismend/

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