At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.
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Greer, B., Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (Eds.). (2009). Culturally responsive mathematics education. New York, New York: Routledge.
Professores de matemática brasileiros e de outros pases têm questionado se e como a escrita pode servir como veículo para os aprendizes explorarem suas idéias e seus raciocínios matemáticos, ampliando-os. Nesse livro, os autores discutem como diferentes tipos de tarefas escritas podem auxiliar no aprendizado matemático. Com foco na aprendizagem matemática, no ensino e no desenvolvimento profissional, Arthur Powell e Marcelo Bairral examinam algumas atividades que podem ser utilizadas em sala de aula convencional ou em processos formativos a distância pela Internet. Eles apresentam exemplos e analisam produções escritas para mostrar como professores podem utilizar diferentes tipos de atividades escritas para estimular os estudantes a refletir sobre suas experincias matemáticas. Também são indicadas demandas de pesquisa relacionadas ao uso da escrita como veículo para o aprendizado matemático.
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[Many Brazilian teachers of mathematics and from other countries have wondered how writing can serve as a vehicle for learners to explore their mathematical ideas and reasoning and further development them. In this book, the authors discuss how different writing tasks can assist in learning mathematics. Focusing on mathematics learning, teaching, and teacher professional development, Arthur Powell and Marcelo Bairral examine activities that can be implemented in conventional classrooms or in distant learning venues through the Internet. They present examples and analyze learners' writing to demonstrate how teachers can use different types of writing activities to stimulate students to reflect on their mathematical experiences. They also indicate questions for research related to the use of writing as a vehicle for mathematical learning.]
Powell, A. B., & Bairral, M. A. (2006). A escrita e o pensamento matemático: Interações e potencialidades [Writing and mathematical thinking: Interactions and potentialities]. Campinas, São Paulo: Papirus.
Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.
This collection brings together classic, previously-published articles and new research to present the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education. The contributors identify several of the field's broad themes--reconsidering what counts as mathematical knowledge, considering interactions between culture and mathematical knowledge, and uncovering hidden and distorted histories of mathematical knowledge. The book offers a diversity of ethnomathematics perspectives that develop both theoretical and practical issues from various disciplines including mathematics, mathematics education, history, anthropology, cognitive psychology, feminist studies, and African studies written by authors from Brazil, England, Australia, Mozambique, Palestine, Belgium, and the United States.
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“This volume brings focus to the issues of access and equity within mathematics and identifies ways to assist teachers in providing quality mathematics to traditionally underserved and underrepresented
students. Culturally responsive pedagogy is an area that is sorely lacking given the fact that our nation's classrooms are becoming increasingly diverse. We cannot have enough work in this area. Such material should be required for teacher preparation as well as professional development.”
—Sharon Nelson-Barber, Far West Laboratory for Education Research and Development
“This is a collection of some of the most important papers in ethnomathematics. The authors provide insightful and historical analyses of the development and use of mathematical concepts. Traditionally, this perspective is absent from discussions in mathematics education, yet this book makes a unique contribution to the literature.”
—William F. Tate, University of Wisconsin-Madison
Powell, A. B., & Frankenstein, M. (Eds.). (1997). Ethnomathematics: Challenging eurocentrism in mathematics education. Albany, New York: State University of New York.
Math: A Rich Heritage helps all students, particularly African Americans and Latinos, establish a personal and cultural connection with mathematics and learn how the choices they make in school now can open the doors to higher education and the world of work.
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Lumpkin, B., & Powell, A. B. (1995). Math: A rich heritage. Upper Saddle River, NJ: Globe Fearon.
For children from age 8 to 14. “Drawings from Angola,” translated from Portuguese by Arthur B. Powell, presents an introduction to an African story telling tradition. The tales are illustrated with marvelous drawings made in the sand. The book conveys the stories of the stork and the leopard, the hunter and the dog, the rooster and the fox, and others. It explains how to execute the drawings. The reader is invited to draw tortoises, antelopes, lions, and other animals. The activities proposed throughout the book invite the reader to experiment and to explore the ‘rhythm’ and symmetry of the illustrations. Surprising results will be playfully obtained, such as in arithmetic, a way to calculate quickly the sum of a sequence of odd numbers. Children will live the beautiful mathematics of the Angolan sanddrawings. Answers to the activities are provided. The book can be used both in classrooms and at home.
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Gerdes, P. (2007). Drawings from Africa: Living mathematics (A. B. Powell, Trans.): Lulu.
This volume, translated from Portuguese by Arthur B. Powell, provides readers with a glimpse into Paulus Gerdes’s seminal work on the mathematics of an African tradition—sona geometry, a drawing and narrative tradition from Angola with embedded mathematical ideas. The work represented in this book contributes significantly to efforts by other African mathematicians and mathematics educators to recuperate and valorize mathematical ideas and reasoning that reside in African material culture and cultural practices [ ]. Moreover, Gerdes is a prolific contributor of work that reinforces a growing literature available in English of a dynamic research program in ethnomathematics.
Uncovering the mathematical ideas embedded in a Cokwe cultural practice and providing access to the richness of these ideas are part of the concerns of ethnomathematics. As an ethnomathematician, Gerdes is not a neutral researcher but rather a public intellectual committed to finding ways not only to understand the mathematics of the Cokwe sona tradition but also to raise important questions such as [
] when he observes that the profoundness of the mathematical ideas expressed in the sona “had started to build up.” With this, his reader is then prompted to ask questions: What happened to the building up of the sona tradition and its mathematical ideas? Why was this development arrested? Answering these questions along with enjoying the beautiful presentation of the mathematics of the sona tradition are the gifts that readers will receive from this wonderful volume.
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Gerdes, P. (2006). Sona geometry from Angola: Mathematics of an African tradition (A. B. Powell, Trans.). Milano: Polimetrica.