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

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Modal Epistemology After Rationalismurrent neoliberal globalization and also within the specificity of the politics of knowledge and its corresponding politics of identity. I highlight how, in more recent times, mathematics education has become attentive to mathematical practices different from those practiced in school mathematics..I

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https://doi.org/10.1007/978-3-031-60680-9Mathematics education with minoritized cultures; Mathematics education international ethnomathematics

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Foreign Algorithms from the Rich Fund of Knowledge as a Starting Point for Mathematically Productiveannot be unilinear. For educational contexts, ethnomathematics could result in a program that transfers this view on mathematics. Moreover, another objective is the individual empowerment of the students to develop and use mathematics in an emancipatory way. This chapter discusses two teaching experiences in international classes in that spirit.

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Ethnomathematics and Mathematics Education978-3-031-60680-9Series ISSN 1869-4918 Series E-ISSN 1869-4926

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Chinese Cultural Group Students’ Mathematical Problem Posing in Tasks with a Cultural Context and Wiathematical 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