ID - 131563651 TI - Current and Future Perspectives of Ethnomathematics as a Program AU - Rosa, Milton. AU - D’Ambrosio, Ubiratan. AU - Orey, Daniel Clark. AU - Shirley, Lawrence. AU - Alangui, Wilfredo V. AU - Palhares, Pedro. AU - Gavarrete, Maria Elena. PY - 2016 SN - 9783319301204 3319301209 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Teacher education. Teacher's profession KW - Didactics KW - Teaching KW - Didactics of mathematics KW - didactiek KW - onderwijs KW - studeren KW - opvoeding KW - wiskunde KW - account management KW - lerarenopleiding KW - lesgeven KW - Mathematics—Study and teaching . KW - Learning. KW - Instruction. KW - Teaching. KW - Mathematics Education. KW - Learning & Instruction. KW - Teaching and Teacher Education. KW - Mathematics KW - Learning, Psychology of. KW - Teachers KW - Instructional Psychology. KW - Study and teaching. KW - Training of. UR - https://www.unicat.be/uniCat?func=search&query=sysid:131563651 AB - This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education. ER -