Etnomatemática

Date: Tue, 11 Apr 1995 08:34:53 -0400
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From: madd@kudu.ru.ac.za (MADD)
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Subject: [CALC-REFORM:2376] Ethnomathematics 
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I've recently heard fairly often that the term 
"ethnomathematics" is being used. Some time ago 
I even had an article under that title and I browsed 
it, but the article was too vague and forgettable. 
Thus I must suppress my shame and admit that I don't 
know what this new word means.

Could anyone help me by stating a concise definition 
of ethnomathematics?


DarkoDate: Tue, 11 Apr 1995 10:26:51 -0400
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From: John Pais  
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Subject: [CALC-REFORM:2377] Re: Ethnomathematics 
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On Tue, 11 Apr 1995, MADD wrote:


>I've recently heard fairly often that the term 
"ethnomathematics" is being used. Some time ago 
I even had an article under that title and I browsed 
it, but the article was too vague and forgettable. 
Thus I must suppress my shame and admit that I don't 
know what this new word means.

>Could anyone help me by stating a concise definition 
of ethnomathematics?


>Darko



The following is from Ubiratan D'Ambrosio, "Ethnomathematics: 
A Research Program on the History and Philosophy of 
Mathematics with Pedagogical Implications", 
Notices of the AMS, December 1992, Volume 39, Number 10.
..
..
..
But, what is, after all, ethnomathematics? In short, 
ethnomathematics covers all the practices of a mathematical 
nature, such as sorting, classifying, counting, and 
measuring, which are performed in different cultural 
settings, through the use of practices acquired, 
developed, and transmitted through generations.
..
..
..
Essentially, the program of ethnomathematics is the 
study of the generation, organization, transmission, 
dissemination, and use of these jargons, codes, styles 
of reasoning, practices, results and methods 
[in a cultural context]. 

These steps, from the generation through the progress of 
knowledge, in particular of mathematical knowledge, 
are the result of a complex conjunction of factors. 
Among them we recognize practices resulting from 
immediate need, relations with other practices, 
critical reflection, theorization, curiosity, and 
some sort of intrinsic cultural interest. Of course, 
there is little doubt that these factors produce 
ad-hoc knowledge. The main questions are to understand 
when ad-hoc knowledge passes to methods and theories 
and, from those theories, how one proceeds to invention. 
These questions are germane to any investigation of 
mathematical knowledge, both from the historical 
viewpoint as well as from exciting questions related 
to mathematical progress. Where do mathematical ideas 
come from and how are they organized? How does 
mathematical knowledge advance? Do these ideas have 
anything to do with broad environment, be it 
socio-cultural or natural?

To understand the program of ethnomathematics, it is 
first of all necessary to accept the fact that 
mathematics is a construct of the human mind. It 
is knowledge generated by human beings and organized 
by its practioners as mathematics. ..
..
..
I coined the word 'ethnomathematics' to mean the arts 
or techniques developed by different cultures to 
explain, to understand, to cope with their environments. 
It is possible that the term ethnomathematics was used 
before, although I have not seen it before. Ethnobotany, 
ethno-psychiatry, ethnomethodology, and several other of 
a similar nature have been in use for some time. In most 
cases, they are similar to the less general concept of 
ethnomathematics, referring to the respective practices 
of native populations.
..
..
..
Thus, ethnomathematics offers not only a broader view 
of mathematics, embracing practices and methods related 
to a variety of cultural environments, but also a more 
comprehensive, contextualized perception of the 
processes of generating, organizing, transmitting, 
and disseminating mathematics throughout the history 
of mankind. Validating the history of different cultures 
presents and opportunity to generate cultral self-esteem, 
a key factor in opening the way for individuals to reach 
their full creative power. 


Darko,

Thanks for inciting me to seek out this article which 
I vaguely remembered reading a few years ago when I 
was in industry and at that time thought it was mildly 
interesting, but kind of mathematically 'funny' or 
'squishy'. Now, as I have been trying to deal 
seriously with pedagogical issues for the last 
two years, I am amazed to find how much more relevant 
[see my last posting: 2363] and insightful it has become!

John

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