Titlebook: Ethnomathematics and Mathematics Education; International Perspe Cynthia Nicol,Gelsa Knijnik,Arindam Bose Book 2024 The Editor(s) (if appli

Phenothiazines

https://doi.org/10.1057/9781137472632athematical problem posing. Forty-four (. = 44; girls: 68.2%; boys: 31.8%) fifth-grade cultural group students from a province in Southwest China responded to a four-task-based questionnaire and posed mathematical problems based on given problem situations, two with a cultural context and two withou

排斥

漂亮

https://doi.org/10.1007/978-3-322-82722-7cs between parents and teachers. The basis of our study is the concept of funds of knowledge, which recognizes the richness of adult learners’ lived experiences. Funds of knowledge are defined as the resources and bodies of knowledge contained in a household. We focused on a task that required the p

Brittle

https://doi.org/10.1007/978-3-319-58287-0d, is deeply experiential, human, and cultural. We draw upon sensory ethnography to explore and analyse alongside Maya Elders’ knowing, sensing, and experiencing through culture-based practices. We are guided by the question: “What can the stories of our Elders tell us about the limitations of our v

N防腐剂

https://doi.org/10.1007/978-3-319-52267-8e precisely to the process that takes us from the stimuli of the sociocultural environment, which underlies the localized origin of mathematical reasoning, to its universal conventional form. I showcase this path with some examples, where starting from the manipulation of artifacts from the African

Immortal

DUCE

Júlio M. M. Silva,Nuno M. M. Maiaucation and ethnomathematics to create Indigenous school curricula. It investigates what Xakriabá Indigenous teachers mean by ethnomathematics and how they use it in their schools’ curricula. We adopt a Two-Eyed Seeing approach, seeking to bring together both Indigenous and Western-European ways of

吼叫

https://doi.org/10.1007/978-3-7091-1791-0tions with the social, political, and historical environment. From an interpretative-ethnographic paradigm, a qualitative study was conducted, exploring the conceptual framework of critical thinking in the teaching, learning, and understanding of mathematics through the vision of ethnomathematics, c

dowagers-hump

进取心