An Intercultural Mathematical Education through Ethnomodelling

DOI: https://doi.org/10.24140/issn.1645-7250.rle67.EN01

Abstract

A proposal for intercultural Mathematical Education aims to articulate different cultural contexts in the process of teaching and learning Mathematics. Based on the foundations of Ethnomodelling, this theoretical article proposes a reflection on this educational perspective. In this scenario, the concept of Ethnomodelling and ethnomodels is presented, highlighting their possible contributions to the development of an intercultural Mathematical Education. Understood as a theoretical-methodological construct, Ethnomodelling is configured as an innovative approach that interconnects the fields of Ethnomathematics and Mathematical Modelling. Through the development of ethnomodels, the aim is to promote dialogue between different systems of mathematical knowledge, favoring intercultural comparison.

Keywords: Ethnomathematics. Ethnomodels. Interculturality.

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Author Biography

Zulma Elizabete de Freitas Madruga, Universidade Federal do Recôncavo da Bahia - UFRB

Doutora em Educação em Ciências e Matemática. Professora adjunta de Ensino de Matemática no Centro de Formação de Professores da Universidade Federal do Recôncavo da Bahia (UFRB), Amargosa, Bahia, Brasil. Docente permanente do Programa de Pós-graduação em Educação em Ciências e Matemática da Universidade Estadual de Santa Cruz (UESC), Ilhéus, Bahia, Brasil e do Programa de Pós-graduação em Educação Científica e Formação de Professore da Universidade Estadual do Sudoeste da Bahia (UESB), Jequié, Bahia, Brasil. Líder do Grupo de Estudos e Pesquisas sobre Tendências da Educação Matemática e Cultura (GEPTEMaC).

Published
2025-10-30
How to Cite
Madruga, Z. E. de F. (2025). An Intercultural Mathematical Education through Ethnomodelling. Revista Lusófona De Educação, 67(67), 179-198. https://doi.org/10.24140/issn.1645-7250.rle67.EN01
Issue
Vol. 67 No. 67 (2025): Revista Lusófona de Educação
Section
Essay

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