326
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Ethnomodeling: Extending Mathematical Modeling Research in Teacher Education

, , , , &

References

  • Abassian, A. (2018). A multiple case study exploring the relationship between engagement in model-eliciting activities and pre-service secondary mathematics teachers’ mathematical knowledge for teaching algebra. [Unpublished doctoral dissertation]. University of Central Florida.
  • Abassian, A., Safi, F., Bush, S., & Bostic, J. (2019). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning, 12(1), 53–65. https://doi.org/10.1080/19477503.2019.1595360
  • Adam, S., Alangui, W., & Barton, B. (2003). A comment on: Rowlands & Carson “Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review.” Educational Studies in Mathematics, 52(3), 327–335. https://doi.org/10.1023/A:1024308220169
  • Aguirre, J. M., Anhalt, C. O., Cortez, R., Turner, E. E., & Simic-Muller, K. (2019). Engaging teachers in the powerful combination of mathematical modeling and social justice: The Flint water task. Mathematics Teacher Educator, 7(2), 7–26.
  • Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. The National Council of Teachers of Mathematics, Inc.
  • Anhalt, C., Staats, S., Cortez, R., & Civil, M. (2018). Mathematical modeling and culturally relevant pedagogy. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 307–330). Springer.
  • Ascher, M. (2002). Mathematics elsewhere: An exploration of ideas across cultures. Princeton University Press.
  • Association for Middle Level Education (AMLE). (2012). Middle level teacher preparation standards with rubrics and supporting explanations. http://www.amle.org/AboutAMLE/ProfessionalPreparation/AMLEStandards.aspx
  • Association of Mathematics Teacher Educators. (2015). Equity in mathematics teacher education [Position Statement]. https://amte.net/sites/default/files/amte_equitypositionstatement_sept2015.pdf
  • Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. amte.net/standards.
  • Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: An international survey before and during the pandemic. Educational Studies in Mathematics, 107(1), 1–24. https://doi.org/10.1007/s10649-021-10049-w
  • Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31(1–2), 201–233. https://doi.org/10.1007/BF00143932
  • Berry, R. Q., III, Conway, B. M., Lawler, B., & Staley, J. W. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Corwin.
  • Berry, R. Q., III, Ellis, M., & Hughes, S. (2014). Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States. Race Ethnicity and Education, 17(4), 540–568. https://doi.org/10.1080/13613324.2013.818534
  • Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191. https://doi.org/10.1007/BF00751231
  • Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling ICTMA14. (Vol. 1, pp. 15–30). Springer Science & Business Media.
  • Blum, W., & Ferri, R. B. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45–58.
  • Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other subjects—State, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37–68. https://doi.org/10.1007/BF00302716
  • Buchholtz, N., Orey, D. C., & Rosa, M. (2020). Mobile learning of mathematical modelling with math trails in actionbound. Retrieved October 9, 2021 from https://www.learntechlib.org/p/218891/
  • Cirillo, M., Pelesko, J. A., Felton-Koestler, M. D., & Rubel, L. (2016). Perspectives on modeling in school mathematics. In C. R. Hirsch & A. R. McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. 249–261). National Council of Teachers of Mathematics.
  • Civil, M. (2002). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? Journal for Research in Mathematics Education- Monograph, 11, 40–62. https://doi.org/10.2307/749964
  • Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom. Teachers College Press. 105-117.
  • Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education. Educational Psychologist, 23(2), 87–103. https://doi.org/10.1207/s15326985ep2302_2
  • D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44–48.
  • D’Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10(3), 20–23. https://flm-journal.org/Articles/4484843CAD6BAAD947FB3848B341B4.pdf
  • D’Ambrosio, U. (1992). Ethnomathematics: A research program in the history and philosophy of mathematics with pedagogical implications. Notices of the American Mathematical Society, 39(10), 1183–1185.
  • D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7(6), 308–310. https://doi.org/10.5951/TCM.7.6.0308
  • D’Ambrosio, U. (2004). Preface. In F. Favilli (Ed.), Ethnomathematics and mathematics education (pp. v–x). Tipografia Editrice Pisana.
  • D’Ambrosio, U. (2006). Ethnomathematics: Link between traditions and modernity. ZDM, 40(6), 1033–1034.
  • D’Ambrosio, U. (2017). Ethnomathematics and the pursuit of peace and social justice. Digital Thematic Education, 19(3), 653–666.
  • D’Ambrosio, U., & D’Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4, 19–25. https://doi.org/10.7916/jmetc.v4i1.767
  • Desai, S. (2022). Impact of ethnomodeling explorations on secondary mathematics pre-service teachers’ perceptions of teaching and learning geometry: A multi-case study. [Unpublished doctoral dissertation]. University of Central Florida.
  • Desai, S., Kurtz, B., & Safi, F. (2021). Mathematics heritage project: Empowering identity exploration. Journal Humanistic Mathematics, 11(2), 106–122. https://doi.org/10.5642/jhummath.202102.05
  • Desai, S., & Safi, F. (2020). Mathematical art: Lost in translation. NCTM Mathematics Teacher: Learning and Teaching PK-12, 113(1), 96. https://doi.org/10.5951/MTLT.2019.0100
  • Dym, C. L. (2004). Principles of mathematical modeling. Elsevier Academic Press.
  • Eglash, R. (1997). When math worlds collide: Intention and invention in ethnomathematics. Science, Technology & Human Values, 22(1), 79–97. https://doi.org/10.1177/016224399702200104
  • Eglash, R., Bennett, A., O’Donnell, C., Jennings, S., & Cintorino, M. (2006). Culturally situated design tools: Ethnocomputing from field site to classroom. American Athropologist, 108(2), 347–362. https://doi.org/10.1525/aa.2006.108.2.347
  • Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. Continuum.
  • Freudenthal, H. (1981). Major problems of mathematics education. Educational Studies in Mathematics, 12(2), 133–150. https://doi.org/10.1007/BF00305618
  • Garfunkel, S., & Montgomery, M. Eds. . (2019). Guidelines for assessment and instruction in mathematical modeling education (GAIMME) report. In Consortium of Mathematics and Its Applications (COMAP)/ Society for Industrial and Applied Mathematics (SIAM).
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  • Gerdes, P. (1996). Ethnomathematics and mathematics education: An overview. In A. Bishop (Ed.), International handbook of mathematics education (pp. 909–944). Kluwer.
  • Gershenfeld, N. A. (1999). The nature of mathematical modeling. Cambridge University Press.
  • Gravemeijer, K. (2007). Emergent modelling as a precursor to mathematical modelling. Modelling and Applications in Mathematics Education, 10, 137–144. https://doi.org/10.1007/978-0-387-29822-1_12
  • Greene, E. (2000). Good-bye Pythagoras?: ‘Ethnomathematics’ embraces non-European methods of math; critics fear a decline in rigor. The Chronicle of Higher Education, 47(6), A16–A18. https://www.chronicle.com/article/good-bye-pythagoras/
  • Greer, B. (1996). Theories of mathematics education: The role of cognitive analyses. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 179–196). Erlbaum.
  • Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4(2–3), 145–187. https://doi.org/10.1207/S15327833MTL04023_4
  • Gutiérrez, R. (2012). Context matters, how should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education (pp. 17–33). Springer.
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. https://doi.org/10.5951/jresematheduc.44.1.0037
  • Gutiérrez, R. (2018). Why we need to rehumanize mathematics. In S. Lerman (Ed.), Annual perspectives in mathematics education: Rehumanizing mathematics for students who are black, latinx, and indigenous (pp. 1–10). NCTM.
  • Hirsch, C. R., & McDuffie, A. R. (2016). Annual perspectives in mathematics education: Mathematical modeling and modeling mathematics. NCTM.
  • Inglis, M., & Foster, C. (2018). Five decades of mathematics education research. Journal for Research in Mathematics Education, 49(4), 462–500. https://doi.org/10.5951/jresematheduc.49.4.0462
  • Joseph, G. G. (2000). Crest of the peacock: Non-European roots of mathematics. Princeton University Press.
  • Kaiser, G. (2007). Modelling and modelling competencies in school. Mathematical Modelling (ICTMA 12): Education, Engineering and Economics, 110–119. https://doi.org/10.1533/9780857099419.3.110
  • Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM, 38(3), 302–310. https://doi.org/10.1007/BF02652813
  • Kalinec-Craig, C., Prasad, P. V., & Luna, C. (2019). Geometric transformations and Talavera tiles: A culturally responsive approach to teacher professional development and mathematics teaching. Journal of Mathematics and the Arts, 13(1–2), 72–90. https://doi.org/10.1080/17513472.2018.1504491
  • Kline, M. (1980). Mathematics, the loss of certainty. Oxford University Press.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press.
  • Lean, G. (1992). Counting systems of papua new guinea and oceania. Unpublished PhD thesis, Papua New Guinea University of Technology.
  • Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261–270. https://doi.org/10.1177/0022487109359927
  • Lesh, R., & Doerr, H. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Erlbaum.
  • Lewis, S. T. (2018). Theorizing teaching practices in mathematical modeling contexts through the examination of teacher scaffolding [ Unpublished doctoral dissertation]. Ohio State University.
  • Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295–338. https://doi.org/10.1177/016146810911100208
  • Millroy, W. (1992). An ethnographic study of the mathematical ideas of a group of carpenters. Journal for Research in Mathematics Education. Monograph, 5, I–210. https://doi.org/10.2307/749904
  • Muhammad, G. (2021). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
  • Naresh, N. (2015). The role of a critical ethnomathematics curriculum in transforming and empowering learners. Revista Latinoamericana de Etnomatemática, 8(2), 450–471.
  • Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2), 213–247. https://doi.org/10.1207/S15327833MTL04023_6
  • National Center for Education Statistics. (2021). Characteristics of public school teachers: Condition of education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/clr
  • National Center of Education Statistics. (2020). Digest of education statistics (Table 203.70.). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/programs/digest/d20/tables/dt20_203.70.asp
  • National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL. (2016). Mathematics education through the lens of social justice: Acknowledgement, actions, and accountability. Joint Position Paper.
  • National Council of Teachers of Mathematics. (1980). An agenda for action.
  • National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. NCTM.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. NCTM.
  • National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations. NCTM.
  • National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations. NCTM.
  • National Council of Teachers of Mathematics. (2020b). Catalyzing change in middle school mathematics: Initiating critical conversations. NCTM.
  • National Governors Association Center for Best Practices, Council of Chief State School. (2010). Common core state standards mathematics.
  • Niss, M. (1996). Goals of mathematics teaching. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education - Kluwer international handbooks of education (Vol. 4, pp. 11–47). Springer.
  • Niss, M., Blum, W., & Galbraith, P. L. (2007). Introduction. In W. Blum, P. L. Galbraith, W. Henn, & M. Niss (Eds.), Modeling and applications in mathematics education (pp. 3–32). Springer.
  • Orey, D. C., & Rosa, M. (2007). Cultural assertions and challenges towards pedagogical action. For the Learning of Mathematics, 27(1), 10–16. https://flm-journal.org/Articles/7E5EFFA4B24CB97110973C060200F3.pdf
  • Orey, D. C., & Rosa, M. (2010). Ethnomodeling: A pedagogical action for uncovering ethnomathematical practices. Journal of Mathematical Modelling and Application, 1(3), 58–67.
  • Orey, D. C., & Rosa, M. (2021, October 4). Ethnomodeling as a pedagogical action for globalization of mathematical practices [Webinar]. U.S. National Commission on Mathematics Instruction – National Academies of Sciences, Engineering, and Medicine - Mathematics for Global Challenges: Lessons Learned from International Mathematics Educators Series. https://www.nationalacademies.org/event/10-04-2021/ethnomodeling-as-a-pedagogical-action-for-globalization-of-mathematical-practices
  • Pais, A. (2011). Criticisms and contradictions of ethnomathematics. Educational Studies in Mathematics, 76(2), 209–230. https://doi.org/10.1007/s10649-010-9289-7
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Pollak, H. O. (1969). How can we teach applications of mathematics? Educational Studies in Mathematics, 2(2), 393–404. https://doi.org/10.1007/BF00303471
  • Pollak, H. (2016). Foreword. In C. Hirsch & A. R. McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. vii–viii). The National Council of Teachers of Mathematics, Inc.
  • Powell, A. B., & Frankenstein, M. (1994). Towards liberatory mathematics: Paulo Freire’s epistemology and ethnomathematics. In P. L. McLaren & C. Lankshear (Eds.), Politics of liberation: Paths from Freire. (pp. 75-99). Routledge.
  • Presmeg, N. C. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1(3), 317–339. https://doi.org/10.1023/A:1009946219294
  • Presmeg, N. C. (2007). The role of culture in teaching and learning mathematics. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 435–460). Information Age Publishing.
  • Raum, O. (1938). Aríthmetic in África. Evans Brothers Ltd.
  • Rosa, M. (2010). A mixed-methods study to understand the perceptions of high school leaders about English Language Learners (ELL) students: The case of mathematics. [Unpublished doctorate dissertation. College of Education. Doctorate in Educational Leadership Program]. California State University.
  • Rosa, M., & Orey, D. C. (2009). Symmetrical freedom quilts: The ethnomathematics of ways of communication, liberation, and art. Revista Latinoamericana de Etnomatemática, 2(2), 52–75. http://www.etnomatematica.org/v2-n2-agosto2009/rosa-orey.pdf
  • Rosa, M., & Orey, D. C. (2010a). Culturally relevant pedagogy: An ethnomathematical approach. Horizontes, 28(1), 19–32.
  • Rosa, M., & Orey, D. C. (2010b). Ethnomodeling as a pedagogical tool for the ethnomathematics program. Revista Latinoamericana de Etnomatemática, 3(2), 14–23.
  • Rosa, M., & Orey, D. C. (2012). The field of research in ethnomodeling: Emic, ethic, and dialectical approaches. Educação e Pesquisa, 38(4), 865–879. https://doi.org/10.1590/S1517-97022012000400006
  • Rosa, M., & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education, 6(2), 62–80.
  • Rosa, M., & Shirley, L. (2016). Introduction. In M. Rosa, U. D’Amrosio, D. C. Orey, L. Shirley, W. V. Alangui, P. Palhares, & M. E. Gavarrete (Eds.), Current and future perspectives of ethnomathematics as a program. (pp.1-3). Springer.
  • Saxe, G. B. (1982). Developing forms of arithmetical thought among the Oksapmin of Papua New Guinea. Development Psychology, 18(4), 583–594. https://doi.org/10.1037/0012-1649.18.4.583
  • Skovsmose, O. (1994). Towards a philosophy of Critical Mathematics Education. Kluwer Academic Publishers.
  • Skovsmose, O., & Borba, M. (2004). Research Methodology and Critical Mathematics EducationResearching the Socio-Political Dimensions of Mathematics EducationResearch Methodology and Critical Mathematics EducationResearching the Socio-Political Dimensions of Mathematics Education. In P. Valero & R. Zevenbergen (Eds. .), Mathematics Education Library (Vol. 35). Springer. https://doi.org/10.1007/1-4020-7914-1_17.
  • Struik, D. (1942). On the sociology of mathematics. Science and Society, 6, 58–70.
  • Tan, L. S., & Ang, K. C. (2013). Pre-service secondary school teachers’ knowledge in mathematical modelling–A case study. In Teaching mathematical modelling: Connecting to research and practice (pp. 373–383). Springer.
  • Usiskin, Z. (2015). What does it mean to understand some mathematics? In S. Cho (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 821–841). Springer.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 522–525). Norton.
  • Vithal, R., & Skovsmose, O. (1997). The end of innocence: A critique of ‘Ethnomathematics.’ Educational Studies in Mathematics, 34(2), 131–157. https://doi.org/10.1023/A:1002971922833
  • Widjaja, W. (2013). Building awareness of mathematical modelling in teacher education: A case study in Indonesia. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice (pp. 583–593). Springer. https://doi.org/10.1007/978-94-007-6540-5_50
  • Wilder, R. (1950). The cultural basis of mathematics. Proceedings International Congress of Mathematicians, 1, 258–271.
  • Yeh, C., Martinez, R., Resvi, S., & Shirude, S. (2021). Radical love as a praxis: Ethnic ethnic studies and teaching mathematics for collective liberation. Journal of Urban Mathematics Education, 14(1), 71–95. https://doi.org/10.21423/jume-v14i1a418
  • Zaslavsky, C. (1997). World cultures in the mathematics class. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics: Challenging eurocentrism in mathematics education (pp. 307–320). SUNY Press.
  • Zbiek, R. M., & Conner, A. (2006). Beyond motivation: Exploring mathematical modeling as a context for deepening students’ understandings of curricular mathematics. Educational Studies in Mathematics, 63(1), 89–112. https://doi.org/10.1007/s10649-005-9002-4

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.