Ethnomathematics

Arthur B. Powell is Associate Professor in the Academic Foundations Department at Rutgers University–Newark. He has coauthored Math: A Rich Heritage, translated Sona Geometry: Reflections on the Tradition of Sand Drawings in Africa South of the Equator, and cotranslated Sipatsi: Technology, Art and Geometry in Inhambane. Marilyn Frankenstein is Professor at the Center for Applied Language and Mathematics, College of Public and Community Service at the University of Massachusetts, Boston. She has also written Basic Algebra and Relearning Mathematics: A Different Third R-Radical Maths. Together, they are co-founders of the Criticalmathematics Educators Group and members of the Radical Teacher Editorial Collective.

"This volume brings focus to the issues of access and equity within mathematics and identifies ways to assist teachers in providing quality mathematics to traditionally underserved and underrepresented students. Culturally responsive pedagogy is an area that is sorely lacking given the fact that our nation's classrooms are becoming increasingly diverse. We cannot have enough work in this area. Such material should be required for teacher preparation as well as professional development." — Sharon Nelson-Barber, Far West Laboratory for Education Research and Development"This is a collection of some of the most important papers in ethnomathematics. The authors provide insightful and historical analyses of the development and use of mathematical concepts. Traditionally, this perspective is absent from discussions in mathematics education, yet this book makes a unique contribution to the literature." — William F. Tate, University of Wisconsin–Madison

• AcknowledgmentsForewordU. D'AmbrosioIntroductionA. B. Powell and M. FrankensteinSection I. Ethnomathematical KnowledgeA. B. Powell and M. Frankenstein 1. Ethnomathematics and its Place in the History and Pedagogy of MathematicsU.D'Ambrosio2. EthnomathematicsM. Ascher and R. AscherSection II. Uncovering Distorted and Hidden History of Mathematical KnowledgeA. B. Powell and M. Frankenstein 3. Foundations of Eurocentrism in MathematicsG. G. Joseph4. Animadversions on the Origins of Western ScienceM. Bernal5. Africa in the Mainstream of Mathematics HistoryB. LumpkinSection III. Considering Interactions Between Culture and Mathematical KnowledgeA. B. Powell and M. Frankenstein 6. The Myth of the Deprived Child: New Thoughts on Poor ChildrenH. P. Ginsburg7. Mathematics and Social InterestsB. Martin8. Marx and MathematicsD. J. StruikSection IV. Reconsidering What Counts as Mathematical KnowledgeA. B. Powell and M. Frankenstein 9. Difference, Cognition, and Mathematics EducationV. Walkerdine10. An Example of Traditional Women's Work as a Mathematics ResourceM. Harris11. On Culture, Geometrical Thinking and Mathematics EducationP. Gerdes Section V. Ethnomathematical Praxis in the CurriculumA. B. Powell and M. Frankenstein 12. Ethnomathematics and EducationM. Borba13. Mathematics, Culture, and AuthorityM. Fasheh14. Worldmath Curriculum: Fighting Eurocentrism in MathematicsS. E. Aederson15. World Cultures in the Mathematics ClassC. ZaslavskySection VI. Ethnomathematical ResearchA. B. Powell and M. Frankenstein 16. Survey of Current Work in EthnomathematicsP. Gerdes17. Applications in the Teaching of Mathematics and the SciencesR. Pinxten18. An Ethnomathematical Approach in Mathematica Education: A Matter of Political PowerG. KnijnikAfterwordG. GilmerContributorsIndex