Titlebook: Indigenous Knowledge and Ethnomathematics; Eric Vandendriessche,Rik Pinxten Book 2022 The Editor(s) (if applicable) and The Author(s), und

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Sand Drawing Versus String Figure-Making: Geometric and Algorithmic Practices in Northern Ambrym, Va both practices share geometric and algorithmic properties. The chapter ends by providing an overview of a pedagogical experiment, aiming at bringing both string figure-making and sand drawing practices into a local mathematics classroom. It thus contributes to the discussions that are currently occ

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Indigenous School Education: Brazilian Policies and the Implementation in Teacher Educationndigenous peoples; our analyzes have limits and do not want to overlap the narratives of indigenous peoples who have greater authority in reflection, in the sense that they are authors, and they have authorship of their history and their struggles for the right to have education. What we—as non-Indi

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Indigenous Mathematical Knowledge and Practices: State of the Art of the Ethnomathematics Brazilian From the universe of 450 contributions presented in the five editions of CBEm, 69 were selected considering the indigenous theme. Results indicate proportional growth over the years, jumping from 4% in CBEm1 to 22% in CBEm5. 32 indigenous ethnic groups had some form of representation at the events,

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Subverting Epistemicide Through ‘the Commons’: Mathematics as Re/making Space and Time for Learningiculating a radical pedagogy for the commons that contributes towards subverting epistemicide through re/making space and time; and third, partial manifestations of mathematical hybridity in knowledge making practices.

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Sérgia Oliveira,Liliane Carvalho,Carlos Monteiro,Karen François

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https://doi.org/10.1007/978-3-030-97482-4Ethnomathematics; History & Philosophy of Science; Culture and education; Educational policy; Non-wester

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