Copyright

Aldo Parra

Published On

2024-12-11

Page Range

pp. 213–234

Language

  • English

Print Length

22 pages

10. A performative and relational ethnomathematics

Chapter of: Breaking Images: Iconoclastic Analyses of Mathematics and its Education (pp. 213–234)

This chapter presents a reconceptualisation of the Ethnomathematics research f ield, as composed of a series of contingent and purposefully constructed relations between mathematics and culture. This reconceptualisation is useful in formulating a non-essentialist positioning on the nature of mathematics without adhering to cultural relativism. An overview of research experiences on Ethnomathematics is made to illustrate how the reconceptualisation emerged and what are its implications and potentialities, particularly on controversial issues for Ethnomathematics, like mathematics ontology, research validation, and the roles of researchers.

Contributors

Aldo Parra

(author)
Assistant Professor at University of Cauca
https://orcid.org/0000-0001-9503-0648

Aldo Parra is an assistant professor at Universidad del Cauca, Colombia. He conducts research on ethnomathematics and mathematics teacher education in contexts of cultural and linguistic diversity. This work demands the use of ethnographic methods and cultural theories to investigate issues like cultural identity, subjectivity, and development. The quest for research methods more communitarian, participative and grass-rooted is characteristic of his work. Aligned to that, he is interested in decolonial studies and alternative philosophies for mathematics. Aldo is trying to develop theoretical concepts for a non-instrumental teacher education in mathematics with preservice and in-service mathematics teacher education. Currently, he is the editor-in-chief of the Latin American Journal of Ethnomathematics.