Ethnomathematics uses the etymology of three Greek roots, ethno, mathema, and tics. It is a program that incorporates mathematical ideas and procedures practiced by the members of distinct cultural groups, which are identified not only as indigenous societies but as groups of workers, professional classes, and groups of children of a certain age group as well (D'Ambrosio 1985).This program is concerned with the motives by which members of specific cultures (ethno) developed, over history, the measuring, calculating, inferring, comparing, and classifying techniques and ideas (tics) that allow them to model natural and social environments and contexts in order to explain and understand these phenomena (mathema).In order to understand the development of ethnomathematics as a program, it is necessary to discuss its current and future perspectives as well as to analyze its goals, objectives, and assumptions regarding the encouragement of the ethics of respect, solidarity, and cooperation among cultures. Thus, this survey on the state of the art of ethnomathematics addresses themes related to ethnomathematics and its six dimensions and diverse pedagogical approaches, which deal with issues of culturally relevant pedagogy, innovative approaches, and the role of this program in mathematics education.
Six Dimensions of EthnomathematicsOver the past three decades, a significant amount of research in ethnomathematics has been developed by a large number of researchers in Brazil and other countries. In this regard, ethnomathematics represents a methodology for ongoing research and analysis of the processes that transmit, diffuse, and institutionalize mathematical knowledge (ideas, processes, and practices) that originate from diverse cultural contexts through history. This context enabled the development of the six important dimensions of the ethnomathematics program: Cognitive, Conceptual, Educational,
