Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices

Camilo Andrés Rodríguez-Nieto,Ángel Alsina

doi:10.29333/ejmste/11710

Abstract

Ethnomathematics, STEAM Education, and the Globalized Approach are articulated to analyze mathematical connections in daily practices. For this, the networking strategies were considered (understand the theoretical approaches; contrast-compare; coordinate-combine; synthesize-local integration). In the coordination and comparison, the complementarities between the approaches were evidenced and based on these, an empirical phenomenon was analyzed on the connections in daily practices carried out by five artisans who worked in the elaboration of kites, cabinets, masks, and drawers, agriculture, and masonry. From the integration strategy, three results were identified: (i) intra-disciplinary connections, which make it possible to present mathematics as an integrated whole, rather than as a set of isolated knowledge; (ii) interdisciplinary connections, between knowledge from different disciplines that feed into each other; and (iii) connections between the mathematics practiced by cultural groups with institutionalised mathematics that are, at the same time, globalized because they relate mathematics to the socio-cultural context.

Highlights

Contemporary mathematics curricula are characterized by fostering student understanding, rather than pure mechanization
It should be noted that both participants make the kite following five moments with either wild cane or guadua, which they measure with non-conventional units of measurement, the handspan and the jeme to know the size and obtain the three rods of a normal kite or the five ribs of a bow kite
Speak, and imagine mathematics in art, it is a way of understanding mathematics that comes to life through what you say, what you see, what you imagine is palpitating: “both looking at art, you see mathematics and how to use mathematics to make art” (p. 11). In this daily practice, we identify the relationship between art, mathematics and culture that was explored through ethnomathematics, which values the art of cultural groups (Aroca, 2016; D’Ambrosio, 1995, 2001, 2014)

Summary

Introduction

Contemporary mathematics curricula are characterized by fostering student understanding, rather than pure mechanization. NCTM (2000) indicates that teaching programmes at all levels should enable all students to: recognise and use connections between mathematical ideas, understand how mathematical ideas interconnect and build on each other to produce a coherent whole, and recognise and apply mathematics in non-mathematical contexts. According to these three standards, Alsina (2014) points out that mathematical connections refer to the relationships between different mathematical contents and between mathematical contents and processes (intradisciplinary connections), the relationships of mathematics with other disciplines (interdisciplinary connections), and the relationships of mathematics with the environment (globalized approach). Considering their impact, we focus on the following three: 1. Ethnomathematics, a research programme that has taken on the study of mathematics practised

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