Ethnomodelling as a process of glocalization and decolonization
DOI:
https://doi.org/10.54541/reviem.v4i2.109Keywords:
Decolonization, Mathematical knowledge, Mathematical doing, Ethnomathematics, Decolonial actionAbstract
Applying modeling methods makes sense for researchers and educators when educators can examine the knowledge, practices, and mathematical patterns developed by members of different cultural groups. Currently, a dilemma in Mathematics Education is its tendency to value and respect local mathematical knowledge in its research paradigm. This is one of the assumptions of the decolonization process in Mathematics Education. Thus, searching for innovative methodologies such as Ethnomodelling is necessary to record the historical forms of mathematical techniques, procedures, and practices developed in various cultural contexts. It is highlighted that, in its decolonizing budget, Ethnomodelling does not seek to replace school or academic mathematics; however, it is necessary to recognize the existence of local mathematical knowledge and practices in the school curriculum. In this way, the decolonization process triggered by Ethnomodelling evokes a disturbance that causes a revision of rules, norms, and regulations in the process of teaching and learning mathematics. This process triggers a debate on the nature of mathematics in relation to culture by proposing a decolonizing dialogue between local and global approaches in a dialogic way (glocal approach).
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