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Madruga, Zulma Elizabete de Freitas
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Education Mathematics

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Ethnomodelling as a polysemy of ethnomathematics Madruga, Zulma Elizabete de Freitas
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19480

Abstract

Ethnomathematics values various forms of mathematical knowledge in different cultural contexts. This polysemic concept refers not only to different forms of knowledge, but also to the interconnection between these practices and other fields of knowledge. Ethnomathematics provides a perspective that respects cultural diversity and fosters a deeper comprehension of mathematics as an integral aspect of human activities. In that regard, this article discusses Ethnomodelling as a polysemy or conception of Ethnomathematics from an intercultural viewpoint. To do so, the concepts of Ethnomodelling and ethnomodels are introduced, along with their contributions to an intercultural Mathematics Education. Ethnomodelling is understood here as a theoretical-methodological construct, an emerging approach that connects Ethnomathematics to Mathematical Modelling based on ethnomodels, aiming to establish communication among different systems of mathematical knowledge and enabling intercultural comparisons and translations between local and global approaches. This research contributes theoretically by expanding Ethnomathematics through modelling processes, methodologically by proposing dialogical analysis between formal and informal mathematics, and practically by enhancing culturally responsive mathematics education.
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