Farmers do use mathematics: the case of animal feeding
DOI:
https://doi.org/10.7146/nomad.v16i3.148403Abstract
This article presents findings from a study on the use of mathematics in the context of a farm. Ethnographic methods were used for the data collection and ethnomathematics provides the theoretical framework guiding the analysis. We present two different situations, as examples of ethnomathematics, in which the farmers make use of mathematics in daily life situations on a farm. The first situation has to do with how one of the farmers dealt with a barn as a space for feeding calves. The second situation is about the use of different objects as measuring tools.
References
Angulo, J. F. (1994). Enfoque práctico del currículum (Practical focus of the curriculum). In J. F. Angulo. & N. Blanco (Eds.), Teoría del desarrollo del curriculum (pp. 111-132). Málaga: Aljibe.
Ascher, M. (1991). Ethnomathematics: a multicultural view of mathematical ideas. Pacific Grove: Brooks/Cole Publishing.
Ascher, M. (2004). Mathematics elsewhere: an exploration of ideas across cultures. Princeton University Press.
Barth, F. (1994). A personal view of present tasks and priorities in cultural anthropology. In R. Borofsky (Ed.), Assessing cultural anthropology (pp. 349- 361). New York: McGraw-Hill.
Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31 (1/2), 201-233. https://doi.org/10.1007/BF00143932
Bishop, A. (1988). Mathematical enculturation: a cultural perspective on mathematics education. Boston: Kluwer. https://doi.org/10.1007/978-94-009-2657-8
Bodner, G. M. (1987). The role of algorithms in teaching problem-solving. Journal of Chemical Education, 64 (6) 513-514. https://doi.org/10.1021/ed064p513
Butterworth, B. (1999). The mathematical brain. London: Macmillan.
Cabello, M. J. (1997). Didáctica y educación de personas adultas (Didactics and adult education). Málaga: Aljibe.
Carraher, T., Carraher D. & Schliemann, A. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3 (1) 21-29. https://doi.org/10.1111/j.2044-835X.1985.tb00951.x
Carraher, T., Carraher D. & Schliemann, A. (1988). Na vida dez, na escola zero (A in Everyday Life, F at School). São Paulo: Cortez Editora. https://doi.org/10.1002/cd.23219884106
Clareto, S. M. (2003). A criança e seus dois mundos: a representação do mundo em criançsa de uma comunidade Caiçara (Upbringing and its two worlds: A representation of the World in the upbringing of a Caiçara comunity) (Doctoral Dissertation). São Paulo: Universidade Estadual Paulista.
Coben, D. (2000). Mathematics or common sense? Researching 'invisible' mathematics through adults' mathematics life histories. In D. Coben, J. O'Donoghue & G. E. FitzSimons (Eds.), Perspectives on adults learning mathematics. Research and practice (pp. 53-66). Dordrecht: Kluwer. https://doi.org/10.1007/0-306-47221-X_3
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5 (1), 44-48.
D'Ambrosio, U. (1999). Ethnomathematics and its first international congress. ZDM, Zentralblatt für Didaktik der Mathematik, 31 (2), 50-53. https://doi.org/10.1007/s11858-999-0008-8
D'Ambrosio, U. (2004). Ethnomathematics: my personal view. Retrieved October 25, 2011 from: http://vello.sites.uol.com.br/view.htm
D'Ambrosio, U. (2006). Preface. In F. Favilli (Ed.), Ethnomathematics and mathematics education, Proceedings of the 10th International Congress of Mathematics Education, Discussion Group 15, Ethnomathematics, (pp. V-X). Università di Pisa. Retrieved October 25, 2011 from http://www.dm.unipi. it/~favilli/Ethnomathematics_Proceedings_ICME10.pdf
Dickenson-Jones, A. (2008). Transforming ethnomathematical ideas in western mathematics curriculum texts. Mathematics Education Research Journal, 20 (3), 32-53. https://doi.org/10.1007/BF03217529
Eglash, R (1997). When math worlds collide: intention and invention in ethnomathematics. Science, Technology and Human Values, 22 (1), 79-97. https://doi.org/10.1177/016224399702200104
FitzSimons, G. E. (2008). A comparison of mathematics, numeracy, and functional mathematics: What do they mean for adult numeracy practicioners?. Adult Learning, 19 (3/4), 8-11. https://doi.org/10.1177/104515950801900302
FitzSimons, G. E. & Wedege, T. (2007). Developing numeracy in the workplace. Nordic Studies in Mathematics Education, 12 (1), 49-66.
Frank, R.M. (1999). An essay in european ethnomathematics: The social and cultural bases of the vara de Burgos and its relation to the basque septuagesinal system. ZDM, Zentralblatt für Didaktik der Mathematik, 31 (2), 59-65. https://doi.org/10.1007/s11858-999-0010-1
Gainsburg, J. (2005). School mathematics in work and life: what we know and how we can learn more. Technology in Society, 27, 1-22. https://doi.org/10.1016/j.techsoc.2004.10.007
Gerdes, P. (1991). Lusona: geometrical recreations of Africa. Maputo: Eduardo Mondlane University Press.
Gerdes, P. (1994). African Pythagoras: a study in culture and mathematics education. Maputo: Universidade Pedagógica.
Glydon, N. (2005). Math on the farm. Retrieved November 12, 2010 from: http://mathcentral.uregina.ca/RR/database/RR.09.05/glydon1.html
Graeber, A. & Campbell, P. (1993). Misconceptions about multiplication and division. Arithmetic Teacher, 40, 408-411. https://doi.org/10.5951/AT.40.7.0408
Harris, P. (1991). Mathematics in a cultural context: Aboriginal perspectives on space, time and money. Geelong: Deakin University Press.
Hayes, J. R. (1980). The complete problem solver. Philadelphia: Franklin Institute Press.
Jama Musse, J. (1999). The role of ethnomathematics in mathematics education. Cases from the Horn of Africa. ZDM, Zentralblatt für Didaktik der Mathematik, 31 (2), 92-95. https://doi.org/10.1007/BF02652730
Knijnik, G. (1995). Cultura, matemática, educação na luta pela Terra. Porto Alegre: FE-UFRG.
Knijnik, G. (2003). Educación de personas adultas y etnomatemáticas. Reflexiones desde la lucha del movimiento sin tierra de Brasil (Adult education and ethnomathematics: reflexions from the fight of the landless movement of Brasil). Decisio. Saberes para la acción en la educación de adultos, 1 (4), 8-11.
Lancy, D. (1983). Cross-cultural studies in cognition and mathematics. New York: Academic Press.
Luitel, B. C. & Taylor, P. (2007). The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education. Cultural Studies of Science Education, 2 (3), 621-655. https://doi.org/10.1007/s11422-007-9068-7
Massachusetts Dept. of Education (1992). Handbook for ABE practitioners. Malden: Bureau of Adult Education.
Mason, J., Burton, L. & Stacey, K. (1982). Thinking mathematically. Brisol: Addison-Wesley.
Maier, E. (1980). Folk mathematics. Mathematics Teaching, 93, 21-23.
Mayer, R. E. (1983). Thinking, problem solving and cognition. New York: Freeman.
Mitchell, N.H. (2003). Mathematical applications in agriculture. New York: Thomson-Delmar Cengage Learning.
Nunes, T. (1992). Ethnomathematics and everyday cognition. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 557-574). Reston: National Council of Teachers of Mathematics.
Nunes, T., Carraher, D. & Schliemann, A. (1993). Street mathematics and school mathematics. Cambridge University Press.
Oliveras C., M. L. (1996). Etnomatemáticas en trabajos de artesanía andaluza: implicaciones para la formulación de profesores y la innovación del currículo matemático escolar (Ethnomathematics in Andalusian crafts: implications for teacher training and innovation in the school mathematics curriculum). Epsilon: Revista de la Sociedad Andaluza de Educación Matemática "Thales", 36, 447-450.
Oliveras C., M. L. (1997). Matemátics and crafts in Andalucía: an antropological- didactic study. ISGEm Newsletter, 13.1. Retrieved October 25, 2011 from http://web.nmsu.edu/~pscott/isgem131.htm
Orey, D. C. & Rosa, M. (2006). Ethnomathematics: cultural assertions and challenges towards pedagogical action. The Journal of Mathematics and Culture, 1 (1), 57-78.
Polya, G. (1945). How to solve it. Princeton University Press. https://doi.org/10.1515/9781400828678
Pompeu, G. (1994). Another definition of ethnomathematics? Newsletter of the international study group on ethnomathematics, 9 (2), 3.
Presmeg, N. C. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1 (3), 317-339. https://doi.org/10.1023/A:1009946219294
Saxe, G. B. (1988). The mathematics of child street vendors. Child Development, 59 (5), 1415-1425. https://doi.org/10.2307/1130503
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando: Academic Press.
Spradley, J. P. (1980). Participant observation. Orlando: Harcourt Brace College Publishers.
Tusting, K. & Barton, D. (2003). Models of adult learning: a literature review. London: NRDC. Retrieved October 25, 2011 from http://www.nrdc.org.uk/content.asp?CategoryID=424
Van Oers, B. (2002). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics, 46, 59-85. https://doi.org/10.1023/A:1014031507535
Vérillon, P. & Rabardel, P. (1995). Cognition and artifacts: a contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education, 10 (1), 77-101. https://doi.org/10.1007/BF03172796
Vithal, R. & Skovsmose, O. (1997). The end of innocence: a critique of 'ethnomathematics'. Educational Studies in Mathematics, 34 (2), 131-157. https://doi.org/10.1023/A:1002971922833
Wedege, T. (2002). Numeracy as a basic qualification in semi-skilled jobs. For the Learning of Mathematics, 22 (3), 23-28.
Zaslavsky, C. (1973). Africa counts: number and pattern in African culture. Boston: Prindle, Weber & Schmidt.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
