Our response to Adam, Alangui and Barton's ``A Comment on Rowlands & Carson `Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review'~''

Criticisms and contradictions of ethnomathematics

“…This article was subsequently answered by Adam, Alangui, and Barton (2003), which Rowlands and Carson (2004) later responded to in turn. As raised above, this article also draws on arguments by Horsthemke and Schäfer who wrote two articles presented at the International Congress on Ethnomathematics in 2006, where they followed most of the arguments presented by Rowlands and Carson.…”

Real-World Problem Solving from the Perspective of Ethnomathematics

“…This article prompted a comment from Adam, Alangui, and Barton ( 2003 ) in the same journal, which in turn prompted a response from Rowlands and Carson ( 2004 ) in that journal. Both sides engaged in philosophical, epistemological, anthropological, and mathematical argumentation regarding the salient foundational issues of ethnomathematics, briefl y reviewed in Sect.…”

Cultural and Social Aspects of Mathematics Education: Responding to Bishop’s Challenge

“…Surely, they argue, street vendor calculation is money exchange, not mathematics, weaving is weaving (see, for example, Rowlands & Carson, 2002, or Horsthemeke & Schäfer, 2006. We should not be trying to turn these into mathematics, however much we might use them as examples of alternative calculations or spatial patterns.…”

“…Horsthemeke & Schäfer, 2006;Rowlands & Carson, 2002;Vithal & Skovsmose, 1997). Acknowledged dangers include the risk of misrepresenting or devaluing cultural material by taking it out of context, further marginalising cultural minority students if they are not familiar with their "own" cultural material, and presenting mathematically unsophisticated material as more significant than it really is.…”