
06426615
j
2015c.00190
Kilpatrick, Jeremy
Rainforest mathematics.
J. Math. Educ. Teach. Coll. 5, No. 2, 17 (2014).
2014
Teachers College (TC), Columbia University, New York, NY
EN
C60
D30
A40
ethnomathematics
academic mathematics
educational reform
mathematics and culture
multicultural education
sociocultural aspects
mathematical model building
common core state standards for mathematics
textbooks
workplace ready
goals of mathematics education
mathematical literacy
mathematical applications
content selection
common ground
national assessment of educational progress
http://journals.tclibrary.org/index.php/matheducation/article/view/1039/643
Summary: This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares students better for entering the workplace; and (c) claims that mathematics and mathematics education are coming to share increasingly less common ground.