From Ethnomathematics to Ethnocomputing

Babbitt, Bill; Lyles, Dan; Eglash, Ron

doi:10.1007/978-94-6091-921-3_10

Cited by 13 publications

(3 citation statements)

References 8 publications

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“…It is important to state again that ethnomodelling studies local mathematical processes developed by the members of distinct sociocultural groups. Many interesting ethnomodels have been formulated by using data obtained from studies related to ethnomathematics, and which propose a rediscovery of knowledge systems adopted by the members of diverse groups (BASSANEZI, 2002, BAB BITT, LILES;EGLASH, 2012;OREY, 2011). When this knowledge applies mathematical ideas and procedures through the elaboration of ethnomodels, members of distinct cultures can understand the origin of mathematical practices more efficiently.…”

Section: Ethnomodelsmentioning

confidence: 99%

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Rosa,

Orey

2023

Vidya

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Local (emic) knowledge interrelationships related to assorted school/academic knowledge areas are important to enable a more precise understanding about a particular field of study in relation to diverse forms of mathematics. These interrelations are addressed, especially wherever one needs to understand specific concepts acquired in school/academic knowledge broadly-based on mathematics, which may be supported by ethnomodelling. The main goal of this theoretical article is to further advance the development of important theoretical basis for ethnomodelling, which considers the polysemic interactions between sociocultural perspectives of mathematical modelling and ethnomathematics in an ethnomodelling approach. Thus, when students are encouraged to examine mathematical activities in their own sociocultural contexts, they can realize that mathematics procedure and practice are not trivial as they see them connected to their daily lives. The main contribution of this article is to develop awareness among students regarding analyzing the connection between both traditional and non-traditional learning settings through ethnomodelling.

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Section: Ethnomodelsmentioning

confidence: 99%

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Rosa,

Orey

2023

Vidya

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“…Culturally Situated Design Tools. Users of ethnocomputing rely on Culturally Situated Design Tools (CSDT) as a medium to create visual programming techniques (Babbitt, Lyles, & Eglash, 2012). As such, CSDTs can include Java and flash applications that focus on a particular cultural practice or artifact (Babbitt et al, 2012).…”

Section: Preliminary Narrative Review Findingsmentioning

confidence: 99%

“…Users of ethnocomputing rely on Culturally Situated Design Tools (CSDT) as a medium to create visual programming techniques (Babbitt, Lyles, & Eglash, 2012). As such, CSDTs can include Java and flash applications that focus on a particular cultural practice or artifact (Babbitt et al, 2012). Moreover, the creation of CSDTs requires a collaborative approach with community members in order to identify assets from communities that are not typically considered in computing (Eglash, Bennett, O'Donnell, Jennings, & Cintorino, 2006).…”

Section: Preliminary Narrative Review Findingsmentioning

confidence: 99%

Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing

Morales-Chicas

Castillo

Bernal

et al. 2019

IJME

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The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.

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Culturally Responsive Debugging: a Method to Support Cultural Experts’ Early Engagement with Code

et al. 2021

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From Ethnomathematics to Ethnocomputing

Cited by 13 publications

References 8 publications

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Interações Entre as Perspectivas Socioculturais Da Modelagem Matemática E Da Etnomatemática Em Uma Abordagem De Etnomodelagem

Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing

Culturally Responsive Debugging: a Method to Support Cultural Experts’ Early Engagement with Code

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