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In mathematics education, ethnomathematics is the study of the relationship between mathematics and culture.〔(D'Ambrosio, 1999, 146) D'Ambrosio. (1999). Literacy, Matheracy, and Technoracy: A Trivium for Today. Mathematical Thinking and Learning 1(2), 131-153.〕 Often associated with "cultures without written expression",〔(D'Ambrosio, 1997, may paraphrases Ascher 1986)〕 it may also be defined as "the mathematics which is practised among identifiable cultural groups".〔(Powell and Frankenstein, 1997 quoting D'Ambrosio) Powell, Arthur B., and Marilyn Frankenstein (eds.) (1997). Ethnomathematics: Challenging Eurocentrism in Mathematics Education, p.7. Albany, NY: State University of New York Press. ISBN 0-7914-3351-X〕 It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. The goal of ethnomathematics is to contribute both to the understanding of culture and the understanding of mathematics, and mainly to lead to an appreciation of the connections between the two. ==The development and meaning of "ethnomathematics"== The term "ethnomathematics" was introduced by the Brazilian educator and mathematician Ubiratan D'Ambrosio in 1977 during a presentation for the American Association for the Advancement of Science. Since D'Ambrosio put forth the term, people - D'Ambrosio included - have struggled with its meaning ("An etymological abuse leads me to use the words, respectively, ''ethno'' and ''mathema'' for their categories of analysis and ''tics'' from (from techne)".〔(D'Ambrosio 1997) D'Ambrosio. (1997). "Foreword", Ethnomathematics, p.xv and xx. ISBN 0-7914-3352-8.〕). The following is a sampling of some of the definitions of ethnomathematics proposed between 1985 and 2006: *"The mathematics which is practiced among identifiable cultural groups such as national-tribe societies, labour groups, children of certain age brackets and professional classes".〔(D'Ambrosio, 1985) D'Ambrosio. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44-8.〕 *"The mathematics implicit in each practice".〔(Gerdes, 1986)〕 *"The study of mathematical ideas of a non-literate culture".〔(Ascher, 1986)〕 *"The codification which allows a cultural group to describe, manage and understand reality".〔(D.Ambrosio, 1987)〕 *"Mathematics…is conceived as a cultural product which has developed as a result of various activities".〔(Bishop, 1988)〕 *"The study and presentation of mathematical ideas of traditional peoples".〔(Ascher, 1991) Ascher, Marcia (1991). Ethnomathematics: A Multicultural View of Mathematical Ideas. Pacific Grove, Calif.: Brooks/Cole. ISBN 0-412-98941-7〕 *"Any form of cultural knowledge or social activity characteristic of a social group and/or cultural group that can be recognized by other groups such as Western anthropologists, but not necessarily by the group of origin, as mathematical knowledge or mathematical activity".〔(Pompeu, 1994)〕 *"The mathematics of cultural practice".〔(Presmeg, 1996)〕 *"The investigation of the traditions, practices and mathematical concepts of a subordinated social group".〔(Knijnik, 1998)〕 *"I have been using the word ''ethnomathematics'' as modes, styles, and techniques (''tics'') of explanation, of understanding, and of coping with the natural and cultural environment (''mathema'') in distinct cultural systems (''ethnos'')".〔(D'Ambrosio, 1999, 146)〕 *"What is the difference between ethnomathematics and the general practice of creating a mathematical model of a cultural phenomenon (e.g., the "mathematical anthropology" of Paul Kay () and others)? The essential issue is the relation between intentionality and epistemological status. A single drop of water issuing from a watering can, for example, can be modeled mathematically, but we would not attribute knowledge of that mathematics to the average gardener. Estimating the increase in seeds required for an increased garden plot, on the other hand, would qualify".〔(Eglash et al. 2006) Eglash, R., Bennett, A., O'Donnell, C., Jennings, S., and Cintorino, M. "Culturally Situated Design Tools: Ethnocomputing from Field Site to Classroom." American Anthropologist, Vol. 108, No. 2. (2006), pp. 347–362.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Ethnomathematics」の詳細全文を読む スポンサード リンク
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