Where Would Formal, Academic Mathematics Stand in a Curriculum Informed by Ethnomathematics? A Critical Review of Ethnomathematics.
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| Title: | Where Would Formal, Academic Mathematics Stand in a Curriculum Informed by Ethnomathematics? A Critical Review of Ethnomathematics. |
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| Language: | English |
| Authors: | Rowlands, Stuart, Carson, Robert |
| Source: | Educational Studies in Mathematics. 2002 50(1):79-102. |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2002 |
| Document Type: | Information Analyses Journal Articles Reports - Descriptive |
| Descriptors: | Constructivism (Learning), Cultural Context, Cultural Pluralism, Elementary Secondary Education, Ethnomathematics, Mathematics Instruction, Multicultural Education, Sociocultural Patterns |
| ISSN: | 0013-1954 |
| Abstract: | Classifies ethnomathematics in relation to the teaching of formal, academic mathematics. Investigates whether ethnomathematics should replace academic mathematics, be a supplement to the mathematics curriculum, be used as a springboard for academic mathematics, or be taken into consideration when preparing learning situations. Suggests that only formal, academic mathematics is sensitive to the real value of mathematics inherent in cultures and societies. (Author/KHR) |
| Journal Code: | CIJAPR2003 |
| Entry Date: | 2003 |
| Accession Number: | EJ658080 |
| Database: | ERIC |
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