HAL Id: halshs-00856440
https://halshs.archives-ouvertes.fr/halshs-00856440
Submitted on 24 Nov 2014
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To cite this version:
B. Barton, Caroline Poisard, M. Domite. Cultural connections and mathematical manipulations. For
the Learning of Mathematics, 2006, 26 (2), pp.21-24. �halshs-00856440�
In the last 20 years there has been a growing literature deal- ing with ethnomathematical issues, or about studies involving culture and mathematics education. The growing community of those interested in the field held the Third International Conference on Ethnomathematics (ICEm-3) in February 2006, at the University of Auckland, New Zealand, convened by Bill Barton from the Department of Mathemat- ics. ICEm-1 was in Granada, Spain, in 1998, organized by Maria Luiza Oliveras and entitled Research, curriculum development, teacher education. ICEm-2 was in Ouro Preto, Brazil, in 2002, organized by Eduardo Sebastiani Ferreira and entitled A methodology for ethnomathematics.
Here is an overview of ICEm-3, reflecting on the growth of the field and some key questions surrounding ethnomath- ematics and its significance for mathematics education. Did the conference meet the participants’ expectations? Did any- thing new emerge? What are the challenges that now face the ethnomathematical community? There are various direc- tions that can be taken for such an overview. We have attempted to identify categories of interest, rather than par- ticular presentations – especially where these categories have shifted since the last conference. We have also looked for the questions that recurred during the conference, and the key themes that emerged, both as a result of the way the con- ference was designed, and serendipitously.
We have used the ICEm-3 theme – Cultural connections and mathematical manipulations – to interpret the many conference activities. We first present an analysis of partici- pation, and then discuss the cultural connections made during the conference. Next the mathematical themes that emerged are presented, and finally the conference is viewed both retrospectively and with an eye to the future.
The presentations
There were 76 participants from 19 countries, with, newly, significant participation from Scandinavia, the Pacific and South Africa, as well as the usual large Brazilian contingent.
During ICEm-3, 24 presentations were given. One third of these were from Asia or the Pacific, and the rest split evenly between North and South America, South Africa, and Europe.
Six countries were represented in the plenary sessions:
1. Jerry Lipka, Dora Andrew, Evelyn Yanez (USA, Alaska): A two way process for developing cultur- ally based math: examples from math in a cultural context
2. Indigenous Knowledge Panel. Willy Alangui, Chair (The Philippines); Dora Andrew, Evelyn Yanez (USA, Alaska); Salinieta Bakalevu (Fiji); Colleen
McMurchy-Pilkington (New Zealand); Joel Mar- tim (Brazil); Mogege Mosimege (South Africa) 3. Mathematical Workshop. Hariata Adams, Ngati
Maniapoto (New Zealand): Raranga Harakeke (Flax Weaving)
4. Symposium in memory of Claudia Zaslavsky. Ubi- ratan D’Ambrosio, Chair (Brazil): The work of Claudia Zaslavsky; Maria Do Carme Domite (Brazil): Indigenous intercultural program of edu- cation, elementary teacher undergraduate certification; Kay Owens (Australia): Interna- tional contacts in ethnomathematics; Lawrence Shirley (USA): Ethnomathematics in global edu- cation programs
5. Mathematical Workshop. Filipe Tohi (Tonga):
Lalava (Rope Lashing)
6. Gelsa Knijnik (Brazil): Ethnomathematics and the Brazilian Landless Movement
7. Ubiratan D’Ambrosio (Brazil): The scenario 30 years after
To try to get an overview of the presentations, we classified them by the apparent preoccupation of the presenter, as well as by the subject-matter concerned. Six preoccupa- tions emerged: mathematics learning; teacher education;
politics; sociology/anthropology; philosophy/critique; and ethnomathematical theory development. The subject-matter of presentations was divided into four categories: the knowledge of a specific cultural group; academic mathe- matical knowledge; classroom mathematical knowledge;
and ethnomathematics as a field (see Figure 1).
CULTURAL CONNECTIONS AND
MATHEMATICAL MANIPULATIONS
BILL BARTON, CAROLINE POISARD, MARIA DO CARMO DOMITE
Figure 1: Table showing classification of presentations by author preoccupation and subject-matter.
Author preoccupation (%) Paper subject-matter (%)
ICEm- 2 3 ICEm- 2 3