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Ethnomathematical barters. (English)
Straehler-Pohl, Hauke (ed.) et al., The disorder of mathematics education. Challenging the socio-political dimensions of research. Cham: Springer (ISBN 978-3-319-34005-0/hbk; 978-3-319-34006-7/ebook). 89-105 (2017).
Summary: This chapter identifies and criticizes one assumption of the ethnomathematical research field, regarding the ways in which the relationship between mathematics and culture is addressed. Many developments and theoretical conflicts within this field can be traced to that assumption, which has been widespread indistinctly by practitioners and critics of ethnomathematics. Looking for a new understanding of this field, an alternative approach is proposed, trying to respond to some theoretical critiques and prompting new horizons. This intended approach privileges non-colonialist interactions among stakeholders, recognizing their different interests, their different ways to conceptualize and their interdependence. It is discussed how interactions can be conducted to hybridize different kinds of knowledge, constituting political and epistemological endeavors. The essay concludes observing which types of problems would appear due to the new approach.
Classification: D20 C60 A40
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