Ubiratan D’Ambrosio and Mathematics Education: Trajectory, Legacy and Future (Advances in Mathematics Education)

This edited volume is written in memoriam of Professor Emeritus Ubiratan D’Ambrosio (1932 – 2021), who was a well-known Brazilian mathematics educator and historian of mathematics. This book explores the diverse facets of D’Ambrosio’s work as well as his legacy and the later adaptation of his ideas around the globe. It starts with a preface written by his son, Alexandre D' Ambrosio, who shares his personal experiences growing up with this father and his love for discovery. The book is then divided into four sections: Past and Future: Ubi’s Way of Seeing Education in the Present Roots of Ethnomathematics Ethnomathematics in Action Trends in Ethnomathematics It features diverse points of view and experiences that explore mathematics and culture from researchers in the Americas, Africa, Europe and South Asia. Chapters range from personal explorations of D’Ambrosio’s impact to broader views of his researchand work. This book forms part of the growing understanding of Ubiratan D’Ambrosio’s life, research, and the legacy he has left for millions of researchers, students and teachers worldwide. This book is appealing to anyone involved in mathematics education research as well as those interested in the history and future of mathematics education. Preface Encantamento Preface Enchantment Acknowledgments Contents Past and Future: Ubi’s Way of Seeing Education in the Present 1 Ethnomathematics in the Slums of Brazil 1.1 Calculators, Ethnomathematics, Guatemala and México 1.2 Digital Technology, Ethnomathematics, Orality and Video Mathematics 2 Final Remarks References Part I: Roots of Ethnomathematics The Presence of Professor Ubiratan D’Ambrosio in the Development of Graduate Mathematics Education in Brazil 1 Introducing the Theme of the Chapter 2 The Contribution of Professor Ubiratan D’Ambrosio to the Creation of the Graduate Program in Mathematics Education at UNESP-Rio Claro 3 Characteristics That Pose Obstacles to the Becoming (Devir) of the Program as a Result of Being in the Mathematics Department: Professor Ubiratan D’Ambrosio’s Contribution 4 Exposing Understandings References Ubiratan D’Ambrosio and the Development of Researchers in (Mathematics) Education 1 Introduction 2 Encouraging Curiosity, Creative Daring, and Epistemological Humbleness: Solidarity, Respect, and Cooperation 3 Respect, Solidarity, Cooperation, and the Ethics of Diversity 4 Final Considerations References D’Ambrosio’s Legacy in Teacher Ethnopedagogical Space for Glocalization 1 Introduction 1.1 Background 1.2 Rationale and Relevance 2 Theoretical Foundations 2.1 Problematizing Cultural Signs from an Ethnomathematics Perspective for Pedagogical Action 2.2 The Emic Approach to Cultural Signs Based on the Study of Regional Ethnomathematics 2.3 Glocalization of the Ethnopedagogical Space as a Result of Teacher Enculturation 3 Empirical Foundations: Model Design Process 3.1 Phase 1: Design and Validation of Instruments 3.2 Phase 2: Course Design and Organization 3.3 Phase 3: Course Implementation 3.4 Phase 4: Systematization of Information 4 Description of the Teacher Education Model 5 Final Considerations References ISGEm and NASGEm: Two Elements of the D’Ambrosio Intellectual Legacy 1 Introduction References Ubiratan D’Ambrosio as Historian of Mathematics and Science 1 My First Personal Encounters with Ubi 2 The Kenneth O. May Award Medalist 3 The International Visibilization of the History of Latin American Science 4 The Latin American Management of Institutional Spaces in History of Mathematics and Science References The APUA – Ubiratan D’Ambrosio Personal Archive and the Research on the Production of New Knowledge: History of Mathematics, Ethnomathematics and Mathematics Education 1 Initial Considerations 2 About Personal Archives 3 Non-fiction Biography: Another Writing of Ubiratan D’Ambrosio’s Trajectory 4 Knowledge, Scientific Disciplines, Disciplinary Fields... 5 The GHEMAT Documentation Center: Collections and Examples of the History of the Production of New Knowledge 6 The APUA – Ubiratan D’Ambrosio Personal Archive 7 Final Considerations References Ubiratan D’Ambrosio and His Contribution to the History of Science and Mathematics 1 Our Academic and Personal Relationship Remembering Ubiratan D’Ambrosio (1932–2021) 1 Action in the International Community 2 Action in the Luso-Brazilian Community 3 Other Participations in Portugal Part II: Ethnomathematics in Action “Ethnomathematics Has Worked, and VEm Brasil Is Proof of That” 1 Ubiratan D’Ambrosio and VEm Brasil: Scenes, Scenarios, and Backstage 2 Enchantments, Tensions, and Expectations on the Path to VEm Brasil 3 The VEm Brasil as a D’Ambrosio’s Ethnomathematics Manifestation 4 Inspiration for the Future References Influences and Contributions of Ubiratan D’Ambrosio in the Development of Ethnomodelling as a Research Concept Related to Ethnomathematics and Modelling 1 Initial Considerations 2 My Personal Relations with Ubiratan D’Ambrosio: A Lasting Friendship 3 Personal, Professional, and Academic Life of Ubiratan D’Ambrosio 4 D’Ambrosio’s Role for the Development of Ethnomathematics 5 D’Ambrosio’s Influences and Contributions to the Development of Ethnomodelling 6 Final Considerations References The Importance of Ubiratan D’Ambrosio in Latin America 1 Presentation 2 What Is Latin America? 3 Who Was Ubiratan D’Ambrosio? 4 The Development of Ethnomathematics in Latin America 5 What Did Ubiratan D’Ambrosio Mean for Latin America? 6 D’Ambrosio and Its Importance in Latin America References Ethnomathematics and Complexity: A Study of the Process of Elaboration of a Peruvian Andean Textile 1 Introduction 2 Diversity and Interculturality in Peru 3 A Multidisciplinary Research from Complexity 4 A Rapprochement Between Ethnomathematics and Complexity Theory 4.1 Colonialism and Epistemicide 4.2 The Quipu: Inca Writing System 4.3 An Inca Mathematical Tool: The Yupana 4.4 Epistemologies of the South and Epistemic Rights 4.5 The Science of Weaving in Peru 4.6 Ethnography and Participant Observation in the Province of Melgar in Puno 5 Construction of the Base of the Loom Structure 5.1 Construction of Rectangles When Making the Loom Base 5.2 Construction of the Rectangle from the Width 5.3 Construction of the Base of the Loom from the Measurement of the Length 5.4 Rectangle Construction from Diagonals 5.5 Construction of the Rectangle by Matching the Measure of the Diagonals 6 Definitions and Mathematical Properties Related to the Rectangle 7 Identification of Mathematical Definitions and Properties in the Construction Processes 8 Impact of Emerging Objects in Pedagogical Practice References Part III: Trends in Ethnomathematics The Political Dimension of Ubi D’Ambrosio’s Theorizations of Ethnomathematics: Criticalethnomathematics 1 Introduction 2 Paulo Freire’s Epistemology 3 Ethnomathematical Knowledge 4 Re-conceiving Mathematical Knowledge: Ethnomathematics and Freire’s Epistemology 4.1 Reconsidering What Counts as Mathematical Knowledge 4.2 Considering Interactions Between Culture and Mathematical Knowledge 4.3 Uncovering Distorted and Hidden History of Mathematical Knowledge 5 Conclusion: Implications for Further Ethnomathematical Research Appendix: Criticalmathematics Educator: A Definition Postscript (2023) References References for Postscript Voyaging Beyond the Horizon: An Ethnomathematics Legacy in Hawai‘i and the Pacific 1 Background 1.1 Overview of Ethnomathematics in Hawai‘i and the Pacific 2 University of Hawai‘i Ethnomathematics Program 2.1 Ethnomathematics Examples 3 Embracing Changing Winds and the Moananuiākea Voyage References Ethnomathematics in Nepal: Research and Future Prospects 1 Few Words for Ubiratan D’Ambrosio 2 Two Mathematics: Small m and Capital M 3 Impact of Ethnomathematical Movement in Nepal 4 Ethnomathematics Research Practice in Nepal 4.1 Ethnomathematical Practices in Indigenous Communities 4.2 Ethnomathematics and School Pedagogy 4.3 Cultural Artifacts and Ethnomathematics 4.4 Ethnomathematics and Cultural Activities 4.5 Ethnomathematics in Cultural Games 4.6 Ethnomathematics and Cultural Metaphors 4.7 Ethnomathematics in Teacher Education 5 Future Prospects of Ethnomathematics Research in Nepal 6 Concluding Remarks References Ubiratan D’Ambrosio: Alchemist of the Mathematics Universe 1 Introduction 2 Part I: Anthropology, Education, and Mathematics in Everyday Life 3 Part II: Ethnosciences – Proportions, Ratios, and Percentages 4 Part III: In the Spirit of Gift Exchange – Ubiratan’s Legacy of Solidarity and Generosity References Ethno-biomathematics: A Decolonial Approach to Mathematics at the Intersection of Human and Nonhuman Design 1 Why Does Ethnomath Tend to Miss Out on the Biological Dimensions of Indigenous Mathematics? 2 Prior Work Toward Ethno-biomathematics 3 Biomorphic Form in Cultural Perspective 4 Contemporary Applications 5 Conclusion References Ubiratan D’Ambrosio, Curriculum, and Humanistic Mathematics: A Journey of Contrasts from the Modernist Rails to the Postmodernist Awareness 1 Introduction 2 An Analysis of Contrasts 2.1 First, the Background 3 The Modern Curriculum Tradition: Control by Depersonalization 4 The Tradition of the Perception of Mathematical Knowledge: Absolute Objectivity Through Depersonalization 5 The Humanistic Philosophy of Mathematics: Culture as the First Contrast 6 From Description to Seductive Strangeness: The Last Contrast Brought About by Postmodernity 7 Concluding Remarks References Final Summary