Ubiratan D'Ambrosio Module 9 - Ethnomathematics and STEM education скачать в хорошем качестве

Ubiratan D'Ambrosio Module 9 - Ethnomathematics and STEM education

An ethnomathematics-based pedagogical action helps students to demonstrate consistent mathematical processes as they reason, problem solve, communicate ideas, and choose appropriate techniques and representations through the development of daily or local mathematical practices. Many researchers in ethnomathematics are beginning to recognize connections to STEM Education, which is a movement that proposes a holistic teaching and learning process connecting four specific disciplines: Science, Technology, Engineering, and Mathematics. These disciplines are integrated in an innovative interdisciplinary perspective to provide mathematical tools to the development of local, global, and glocal (dialogic) pedagogical approaches for the elaboration of mathematics curriculum. Bibliography Adenagan, K. E., Ipinlaye, A. B., & Adewoye, R. A. (2016). Ethnomathematics and indigenous mathematics: implications for science technology engineering and education. Science & Technology, 2(6), 251-256. Bybee, R. (2010). Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30–35. https://eric.ed.gov/?id=EJ898909 D’Ambrosio, U. (2016).Change in space, urban culture and ethnomathematics. In: Babaci-Wilhite, Z. (Ed.). Human rights in language and STEM Education (pp. 207-2190. Rotterdam, The Netherlands: Sense Publishers. https://link.springer.com/chapter/10.... Elaine, J. H. (2014). What is STEM Education? New York, NY: Beta Live Science. Furuto, L. (2016). Lessons learned: strengths-based approaches to mathematics education in the Pacific. Journal of Mathematics and Culture, 10(2), 55-72. https://journalofmathematicsandcultur... Lantz, H. B. (2009). Science, technology, engineering, and mathematics (STEM) education: what form? what function? Charlotte, NC: SEEN Southeast Network. https://www.uastem.com/wp-content/upl... Nicol, C., Thom, J., & Glanfield, F. (2023). Imagining STEM with and as place. In R. Tierney, F. Rizvi, & K. K. Erkican (Eds.). International encyclopedia of education. (pp. 131–142). 4th Edition. Amsterdam, The Netherlands: Elsevier. Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In: Selin, H. (Ed.) Mathematics across cultures: the history of non-Western mathematics (pp. 239-252). Alphen aan den Rijn, The Netherlands: Kluwer Academic Publishers. https://link.springer.com/chapter/10.... Orey, D. C., Rosa, M., & Soares, R. B. (2020). Mathematical modelling as a learning environment to transform a street activity into a sport practice. In: Stillman, G. A., Kaiser, G., & Lampen, C. E. (ds.). Mathematical modelling education and sense-making (pp. 199-207).Cham, Switzerland: Springer. Rosa, M., & Orey, D. C. (2018). STEM education in the Brazilian context: an ethnomathematical perspective. In: Jorgensen, R., & Larkin, K. (Eds.). STEM education in the junior secondary: the state of play (pp. 221-147). Cham, Switzerland: Springer. Rodríguez-Nieto, C. A., & Alsina, Á. (2022). Networking between ethnomathematics, STEAM education, and the globalized approach to analyze mathematical connections in daily practices. EURASIA Journal of Mathematics Science and Technology Education, 18(3), 2-22. https://www.ejmste.com/article/networ... Rosa, M., & Orey, D. C. (2018). STEM education in the Brazilian context: an ethnomathematical perspective. In: Jorgensen, R., & Larkin, K. (Eds.). STEM education in the junior secondary: the state of play (pp. 221-147). Cham, Switzerland: Springer. Rosa, M., & Orey, D. C. (2021). An ethnomathematical perspective of STEM education in a glocalized world. BOLEMA, 35(70), 840-876. https://www.scielo.br/j/bolema/a/WKZm... Rosa, M., Orey, D. C., & Mesquita, A.P. S. S. (2023). An ethnomodelling perspective for the development of a citizenship education. ZDM - Mathematics Education, 55(4), 953-965. https://link.springer.com/article/10.... Shockey, T., & Mitchel, J. B. (2017). An ethnomodel of a Penobscot lodge. In: Rosa, M.; Shirley, L.; Gavarrete, M., & Alangui, W. V. (Eds.). Ethnomathematics and its diverse approaches for mathematics education (pp. 257-281). Cham, Switzerland: Springer. Volmert, A., Baran, M., Kendall-Taylor, N., & O’Neil, M. (2013). You have to have the basics down really well: mapping the gaps between expert and public understanding of STEM learning. Washington, DC: FrameWorks Institute.