Ethnomathematics as Mythopoetic Curriculum

Autor/in	Khan, Steven
Titel	Ethnomathematics as Mythopoetic Curriculum
Quelle	In: For the Learning of Mathematics, 31 (2011) 3, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Stellungnahme; Mathematics Education; Ethnology; Investigations; Critical Thinking; Curriculum; Interdisciplinary Approach; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ethnologie; Untersuchung; Kritisches Denken; Curricula; Lehrplan; Rahmenplan; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	I argue that until ethnomathematical frameworks are explicitly used to investigate the specific mathematical practices in networks of powerful elites the term will continue to index that which is Other to "traditional" mathematics and run a risk of desubstantialization. I suggest that the field ally itself with disciplines and perspectives in which the imagination is central, such as mythopoetics, in order to address these risks. Further, I claim that ethnomathematics has been a mythopoetic endeavour involved in demythologizing and demystifying dominant discourses of mathematics and mathematics education and propose that there is need now for greater attention to mindful remythologizing. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10