Abstract
Six years after the publication of the ZDM paper that examined cultural processes involving oral mathematics and its articulations with the use of a calculator, we would like to assign new meanings to what we wrote there using other theoretical tools that now shape our theoretical framework (Knijnik and Wanderer 2008, 2010). In recent papers we showed how we moved from a postmodern perspective to another one, which embraces Foucauldian and later Wittgensteinian ideas (Knijnik 2007; Knijnik and Wanderer 2008; Wanderer 2007). Based on these theorizations we reconceptualized the Ethnomathematics Perspective, which is giving support to the studies developed at the Unisinos Mathematics Education and Society Inter-Institutional Research Group (Duarte 2009; Giongo 2008; Knijnik and Bocasanta 2010; Knijnik and Wanderer 2010; Wanderer 2007). This Ethnomathematics Perspective consists of a toolbox that allows us to analyze the Eurocentric discourses of academic and school mathematics and their effects of truth and to examine the language games that constitute different mathematics and their family resemblances.
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Notes
- 1.
The Unisinos Mathematics Education and Society Inter-institutional Research Group (in Portuguese, Grupo Inter-institucional de Pesquisa Educação Matemática e Sociedade) is an inter-institutional research group linked to the Graduate Program on Education at the Universidade do Vale do Rio dos Sinos (Unisinos), Brazil, that developed studies on mathematics education from a socio-political-cultural perspective under Gelsa Knijnik’s leadership.
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Knijnik, G., Wanderer, F. (2012). Preface to “Cultural Differences, Oral Mathematics and Calculators in a Teacher Training Course of the Brazilian Landless Movement”. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_21
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