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Revista Latinoamericana de Etnomatemática
Revista Activa *
ISSN electrónico: 2011-5474
Cuatrimestral
Educación
Universidad de Nariño
Colombia

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en: The research tends to contribute with work possibilities of school mathematics that trascends the content watertight compartments, the mechanized forms of apprehension and the untying with the socio-cultural context of students. It is built upon the foundations of Critical Mathematics Education, particularly with regard to learning environments. The interest is in exploring the potential of interdisciplinary projects as a sense generators to school knowledge. In this case this is done within the setting of actions that link the university with the community. In particular through the development of a mill for a rural villager (completed project) and a solar dryer for a rural school (ongoing project), being involved non-university students (tertiary level in the first case and secondary in the second) in both actions. Among the major contributions of this work “resignificance” both school learning and the school system by all members of the educational community is highlighted. Strengths and weaknesses of the experience, in order to develop guidelines for future interdisciplinary projects, are also identified.>>>
Natalia Sgreccia
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Trinidad Quijano
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Mabel Chrestia
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en: This study results from a Socio-educational Research and Teaching Internship II from the Rural Education Course “Emphasis in Mathematics” at the rural education college, Federal University of South and Southeast Pará. It is associated with the PSMIP - Project Support of Methodological Interventions Program. It presents the accomplishment of pedagogical action in a rural school of the Flor do Ipê community, in the state of Pará, with students of a multi-seried class of 8th and 9th grade. The aim is to propose mathematical-didactic organizations for the teaching of financial mathematics, through the life narratives of some individuals’ community. The results suggest the importance of teaching mathematics based on real-life situations of the practices of subjects and agents of the field, in an approach to practice mathematics.>>>
Marcos Guilherme Moura Silva
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Lucas Silva Pires
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en: This article proposes to present understandings - sometimes disagreements - developed in a master's thesis, involving a mathematical rationality that intertwines with the ways of inhabiting time and space experienced by artisanal fishermen in Florianópolis / SC and Tramandaí / RS. We seek evidence from the four language games Comrades of water, ways of operating knowledge as the measurement division, regulation and ordination, as well as weaving family resemblances and discontinuities between the language games present in each mar-pond . In the world of artisanal fishing, a time and space are invented to give life to live . We speak of another mixture of time which is divided, escapes, flows, runs and stops. Time is fish. Space is also fish. A flat space now, nomadic, and sometimes striated, but always alive, floating, gliding and mixing paths.>>>
Juciara Guimarães Carvalho
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Claudia GlavamDuarte
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en: This paper aims to recover, develop, explore and expand the geometric practices of women of the ethnic group Nyaneka-nkhumbi from southwestern Angola as evidenced in the construction of baskets of different dimensions. We show the mathematics ‘hidden’ in the process by identifying several of these mathematics concepts and reflecting on their use in the classroom. We present the results of the research developed in connection with the ethnic group using participant observation and interviews, supported by photographic records and written notes. Women of this ethnic group continue to build and use baskets which involve many interesting geometry concepts for use in classroom context. We refer, for example, to the notion of volume, conic (truncated) and cylindrical forms, spirals, proportions, geometric figures, patterns, plane transformations and friezes. The remarkable mathematical practices in the baskets are characterized by much unknown ethnomathematical knowledge that constitutes a challenge for future studies.>>>
Cecília Costa
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Pedro Palhares
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en: This research investigates how the riverine knowledge tradition may contribute to math education, even if this knowledge is conditioned to a mathematical concept institutionalized in schools. The field research was based on the assumptions of qualitative research and it was was developed in three of the seventy-two existing islands of Abaetetuba State, Pará/Brazil, where the information was obtained through formal and informal conversations, registered in pictures and audios with the people who do freights and riverine inhabitant who make their living crossing the rivers in these islands; this project is informed by the theoretical contributions of org.siir.client.entities.Xref@65f1f68c; org.siir.client.entities.Xref@6dcfed05 org.siir.client.entities.Xref@10484dc2); org.siir.client.entities.Xref@2ad9d38c; org.siir.client.entities.Xref@407615cd; org.siir.client.entities.Xref@52c37f03; org.siir.client.entities.Xref@370ec4; org.siir.client.entities.Xref@6416e8fd, org.siir.client.entities.Xref@143e51cf and org.siir.client.entities.Xref@5d4c0f2c. The research shows that the sociocultural context of Abaetetuba Islands has significant social, political, and religious knowledge production that may contribute to the teaching and learning of the mathematics process in schools. Some of this knowledge goes hand in hand with scholarly knowledge, establishing possible dialogues, particularly those that are noticeably visible. Nonetheless there are other kinds of parallel knowledge, which are likely to be poorly identified, and above all, a certain irrelevance received by the school environment.>>>
Marcos Marques Formigosa
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Isabel Cristina Rodrigues de Lucena
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Carlos Aldemir Farias da Silva
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pt: Este documento argumentativo discute que a etnomatemática, embora não seja um currículo (nem uma disciplina, é por isso que D'Ambrosio a denomina comoum programa), é uma confluência de ideias e conceitos que podem direcionar ao envolvimento matemático diferenciado de nossos alunos. Assim, da mesma maneira que a água forma redemoinhos a partir de fontes múltiplas, a nossa cognição também se desenvolve quando muitas ideias são reunidas e conduzidasa uma confluência cognitiva. A definição de etnomatemática, tal como foicunhada por org.siir.client.entities.Xref@1c8c927f, estabeleceu as sua bases. O saber de outras disciplinas também é incluída, pois essas áreas motivam novos pensamentos, novas questões e novas perspectivas.>>>
en: This article aims to identify mathematical relations associated with a musical instrument called Marimba;, it is a wooden artefact and with iron trestles, built in three villages in the province of Malanje, in Angola. We did an analysis of how to build this instrument in order to identify some mathematical relationships underlying the construction. We used the ethnographic method of data collection, through direct observation, semi-structured interviews with craftsmen, a photographic collection of Marimbas, videos related to their construction and, tuning and we studied this process in three villages of this Angolan’s province. The selected villages are - the village "Caiongo" and the village "Eucalyptus", both located, both, in the region of Calandula and the village “Mufuma” in the Kiwaba Nzoji region. These villages were selected because they are the communes (term used for the third-level administrative units in Angola after the municipalities) to build more Marimba in the Malanje province. The analysis of the elements - gourds and keys - used in its construction made it possible to identify some mathematical relationships related to their area and volume. The relationship between the areas and volumes found show differences between the sizes of these Marimba elements from one region to another. This type of study, using tools like this and others, can be introduced in the classroom to motivate students for learning mathematical concepts, showing its application to the reality that they are very close and that, no doubt, can contribute to the promotion of a cultural identity that should not be forgotten from generation to generation.>>>
ManuelNeto Matos Osório Nelo
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Armando AssunçãoSoares
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Paula Catarino
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en: The objective of this paper is to research objectification processes related to the rational number as a ratio and as a whole number through measuring tasks. The research approach is qualitative and considers a case study which focuses not only on the social interaction but also on the instrumental mediation. The tasks were designed to promote the objectification processes of the rational number as a ratio and as a whole number within the social practice which fosters the mathematics task solution. Mediation as a starting point promoted linking the cultural production of artifacts used by kids not only to produce and reproduce knowledge but also to take over cultural meanings.>>>
Jose-Wilde Cisneros
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Walter F. Castro
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en: This article presents the results of a study that analyzed the geometric elements used by members of the arhuaco community of the Sierra Nevada of Santa Marta, Colombia, in the design and construction of their traditional dwelling, which is a sacred place related to their spirituality and ancestral knowledge. This research utilized the Lived/Experienced ethnographic methodology and the information was obtained through interviews and participant observation. The results show that, for the members of the arhuaco community, the construction of their traditional home is based on their cosmovision, cosmology, and cosmogony, which regulate the natural realm, the order of the universe, and the life cycle, that respectively refer to the three levels of meaning in the arhuaco universe. In this way, for this community home is a sacred place; the construction site is chosen by the mamᵾs (community wise men), its dimensions are associated with the height of the head of the household, and its base must be square because according to arhuaco cosmology this represents the perfect figure, which relates to the number four—the magical number for the community. This research is a contribution to the study of ethnogeometry and its results can be applied to development of curriculum pertinent to the community in many contexts.>>>
Ever De la Hoz Molinares
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Omar Trujillo Varilla
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en: In this article we analyze the research studies carried out by northeast Portuguese about the existing Ethnomathematics knowledge in traditional professions and artefacts. We refer to craft trades such as cooperage, tinsmithing, locksmithing and carpentry, and artefacts built by these craftsmen, such as barrels and vats, oil cans and other canned vessels, wrought-iron balconies, and yokes. We reflect on these studies and we disclose their potential in educational terms. We verified that it is possible to apply ethnomathematical knowledge and know-how in the context of the mathematics classroom in the 2nd and 3rd cycles of Portuguese education, and that this has its advantages. The mathematical contents are contextualized and the students discover uses of mathematics that they did not suspect, although being very close to them. In short, artisans feel their work valued and students become more aware of the culture of their region, in addition to learning math in an experimental and more engaging way.>>>
Maria Nascimento
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Paula Catarino
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Hilbert Blanco-Álvarez
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