Milton RosaDr. Rosa earned a Master’s degree in 2001 and a Doctorate in 2010, both in Education from California State University, Sacramento. He also earned a post-doctorate degree in Education from Universidade de São Paulo, and his studies focuses on ethnomodelling research, which is the connection between ethnomathematics and mathematical modelling. He has published papers and articles in national and international journals, chapter books, and books in Portuguese, Spanish, and English. He joined conferences at international and national levels with contributions of plenaries and round tables. He also has supervised numerous master's theses and doctoral dissertations. In 2010, Dr. Rosa was awarded the Dr. Carlos J. Vallejo Memorial Award in Multicultural and Multiethnic Education (MME), in the Special Interest Group (SIG) in the American Education Research Association (AERA) for his contributions in the area of cultural diversity in Mathematics Education. Currently, Dr. Rosa is the president of the International Study Group on Ethnomathematics (ISGEm).David Uribe SuarezHe is a Doctor in Mathematics Education, a Master in Business Administration, a Specialist in Pedagogy and Teaching, and an Industrial Engineer. He is also a Research Professor at the Faculty of Industrial Engineering of the Antonio Nariño University, in Colombia, a member of the Mathematics Education Research group at the Antonio Nariño University, and currently he is the Leader of the Research Project entitled: Ethnomathematics and Visual Thinking, at the same university. He has been a professor at several universities in Colombia. Likewise, he is a pioneer in ethnomathematical studies in the Colombian Guajira and is helping to advance the consolidation of an ethnomathematical network in this area of the country.

• PART I. Introduction.- Chapter 1. General Features of Visualization and its Connections to Ethnomathematics.- PART II. Chapter 2. Ethnomathematics and Visual Thinking: A Look From Artifacts and Cultural Practices of the Wayúu Indigenous Community in Colombia.- Chapter 3. Ethnomathematics and Visual Thinking in Kankuama Iconography: Backpacks Woven by Women From the Sierra Nevada of Santa Marta in Colombia.- Chapter 4. (Ethno)Mathematics and Visual Thinking: Perspectives of Values in the Traditional Basket – Java – of the Bribri People of Costa Rica.- Chapter 5. (Ethno)Mathematics and Visual Thinking: Anthropometric Uses in the Cultural Practice of Making Mats (Esteras) from the Bribri People of Costa Rica.- Chapter 6. Geometric and analytical Study of the Archeological Monuments of Half of the World of Ecuator through Ethnovisualization and Ethnomodelling.- Chapter 7. Analysis of the Spherical Geometry Present in the Geographical Location of Historical Monuments of Pre-Hispanic Cultures in Ecuador.- Chapter 8. Ethnomodels as Cultural Artifacts to Promote Visualization Through an Ethnomodelling Perspective.- Chapter 9. Visualization of Ethnomathematical Knowledge of Rice Producers in Amarante, Piauí, Brazil, Through the Development of Ethnomodels.- Chapter 10. Investigating Visualization and Geometric Knowledge in the Art of Sisal Tapestry in a Local Community in Brazil Through Ethnomodelling.- Chapter 11.Geometric Knowledge in the Fabrics of the Amuzga Culture: an Approach From Ethnomathematics.- PART III Conclusion: Chapter 12. Mathematical Teaching and Learning Process Through Visualization: An Ethnomathematical Perspective in Latin America.

Milton RosaDr. Rosa earned a Master’s degree in 2001 and a Doctorate in 2010, both in Education from California State University, Sacramento. He also earned a post-doctorate degree in Education from Universidade de São Paulo, and his studies focuses on ethnomodelling research, which is the connection between ethnomathematics and mathematical modelling. He has published papers and articles in national and international journals, chapter books, and books in Portuguese, Spanish, and English. He joined conferences at international and national levels with contributions of plenaries and round tables. He also has supervised numerous master's theses and doctoral dissertations. In 2010, Dr. Rosa was awarded the Dr. Carlos J. Vallejo Memorial Award in Multicultural and Multiethnic Education (MME), in the Special Interest Group (SIG) in the American Education Research Association (AERA) for his contributions in the area of cultural diversity in Mathematics Education. Currently, Dr. Rosa is the president of the International Study Group on Ethnomathematics (ISGEm).David Uribe SuarezHe is a Doctor in Mathematics Education, a Master in Business Administration, a Specialist in Pedagogy and Teaching, and an Industrial Engineer. He is also a Research Professor at the Faculty of Industrial Engineering of the Antonio Nariño University, in Colombia, a member of the Mathematics Education Research group at the Antonio Nariño University, and currently he is the Leader of the Research Project entitled: Ethnomathematics and Visual Thinking, at the same university. He has been a professor at several universities in Colombia. Likewise, he is a pioneer in ethnomathematical studies in the Colombian Guajira and is helping to advance the consolidation of an ethnomathematical network in this area of the country.

• PART I. Introduction.- Chapter 1. General Features of Visualization and its Connections to Ethnomathematics.- PART II. Chapter 2. Ethnomathematics and Visual Thinking: A Look From Artifacts and Cultural Practices of the Wayúu Indigenous Community in Colombia.- Chapter 3. Ethnomathematics and Visual Thinking in Kankuama Iconography: Backpacks Woven by Women From the Sierra Nevada of Santa Marta in Colombia.- Chapter 4. (Ethno)Mathematics and Visual Thinking: Perspectives of Values in the Traditional Basket – Java – of the Bribri People of Costa Rica.- Chapter 5. (Ethno)Mathematics and Visual Thinking: Anthropometric Uses in the Cultural Practice of Making Mats (Esteras) from the Bribri People of Costa Rica.- Chapter 6. Geometric and analytical Study of the Archeological Monuments of Half of the World of Ecuator through Ethnovisualization and Ethnomodelling.- Chapter 7. Analysis of the Spherical Geometry Present in the Geographical Location of Historical Monuments of Pre-Hispanic Cultures in Ecuador.- Chapter 8. Ethnomodels as Cultural Artifacts to Promote Visualization Through an Ethnomodelling Perspective.- Chapter 9. Visualization of Ethnomathematical Knowledge of Rice Producers in Amarante, Piauí, Brazil, Through the Development of Ethnomodels.- Chapter 10. Investigating Visualization and Geometric Knowledge in the Art of Sisal Tapestry in a Local Community in Brazil Through Ethnomodelling.- Chapter 11.Geometric Knowledge in the Fabrics of the Amuzga Culture: an Approach From Ethnomathematics.- PART III Conclusion: Chapter 12. Mathematical Teaching and Learning Process Through Visualization: An Ethnomathematical Perspective in Latin America.

Milton RosaDr. Rosa earned a Master’s degree in 2001 and a Doctorate in 2010, both in Education from California State University, Sacramento. He also earned a post-doctorate degree in Education from Universidade de São Paulo, and his studies focuses on ethnomodelling research, which is the connection between ethnomathematics and mathematical modelling. He has published papers and articles in national and international journals, chapter books, and books in Portuguese, Spanish, and English. He joined conferences at international and national levels with contributions of plenaries and round tables. He also has supervised numerous master's theses and doctoral dissertations. In 2010, Dr. Rosa was awarded the Dr. Carlos J. Vallejo Memorial Award in Multicultural and Multiethnic Education (MME), in the Special Interest Group (SIG) in the American Education Research Association (AERA) for his contributions in the area of cultural diversity in Mathematics Education. Currently, Dr. Rosa is the president of the International Study Group on Ethnomathematics (ISGEm).David Uribe SuarezHe is a Doctor in Mathematics Education, a Master in Business Administration, a Specialist in Pedagogy and Teaching, and an Industrial Engineer. He is also a Research Professor at the Faculty of Industrial Engineering of the Antonio Nariño University, in Colombia, a member of the Mathematics Education Research group at the Antonio Nariño University, and currently he is the Leader of the Research Project entitled: Ethnomathematics and Visual Thinking, at the same university. He has been a professor at several universities in Colombia. Likewise, he is a pioneer in ethnomathematical studies in the Colombian Guajira and is helping to advance the consolidation of an ethnomathematical network in this area of the country.

• PART I. Introduction.- Chapter 1. General Features of Visualization and its Connections to Ethnomathematics.- PART II. Chapter 2. Ethnomathematics and Visual Thinking: A Look From Artifacts and Cultural Practices of the Wayúu Indigenous Community in Colombia.- Chapter 3. Ethnomathematics and Visual Thinking in Kankuama Iconography: Backpacks Woven by Women From the Sierra Nevada of Santa Marta in Colombia.- Chapter 4. (Ethno)Mathematics and Visual Thinking: Perspectives of Values in the Traditional Basket – Java – of the Bribri People of Costa Rica.- Chapter 5. (Ethno)Mathematics and Visual Thinking: Anthropometric Uses in the Cultural Practice of Making Mats (Esteras) from the Bribri People of Costa Rica.- Chapter 6. Geometric and analytical Study of the Archeological Monuments of Half of the World of Ecuator through Ethnovisualization and Ethnomodelling.- Chapter 7. Analysis of the Spherical Geometry Present in the Geographical Location of Historical Monuments of Pre-Hispanic Cultures in Ecuador.- Chapter 8. Ethnomodels as Cultural Artifacts to Promote Visualization Through an Ethnomodelling Perspective.- Chapter 9. Visualization of Ethnomathematical Knowledge of Rice Producers in Amarante, Piauí, Brazil, Through the Development of Ethnomodels.- Chapter 10. Investigating Visualization and Geometric Knowledge in the Art of Sisal Tapestry in a Local Community in Brazil Through Ethnomodelling.- Chapter 11.Geometric Knowledge in the Fabrics of the Amuzga Culture: an Approach From Ethnomathematics.- PART III Conclusion: Chapter 12. Mathematical Teaching and Learning Process Through Visualization: An Ethnomathematical Perspective in Latin America.