ICEM 4 - Fourth International Conference on Ethnomathematics

Konferenz: Fourth International Conference on Ethnomathematics (ICEM 4). Townson, USA. Internet: Fourth International Conference on Ethnomathematics

Termin: 25.07.2010 - 30.07.2010 Juli 2010

Kurzbeschreibung

The ICEMs are conferences of the International Study Group on Ethnomathematics (ISGEm). They provide an opportunity for those interested in ethnomathematics to gather to exchange ideas formally in papers, less formally in demonstrations and field trips, and socially in conference events. The first ICEM was held in 1998 in Granada, Spain, followed in 2002 by ICEM-2 (II-CIEM) in Ouro Preto, Brazil. Auckland, New Zealand hosted ICEM-3 in February 2006. Thus, the fourth conference will located in a fourth continent! Also, 2010 will celebrate the twenty-fifth anniversary of the founding of ISGEm.

The Executive Board of the International Study Group on Ethnomathematics, meeting at in Auckland, New Zealand, in February 2006, selected Towson (near Baltimore), Maryland, USA, to be the site of the Fourth International Conference on Ethnomathematics (ICEM-4) in 2010. The Chief Organizer is Lawrence Shirley, and his institution, Towson University, in Towson, Maryland, a suburb of Baltimore, will be the location of the sessions. The local sponsors of the conference are the Fisher College of Science and Mathematics and the Department of Mathematics. The organizational host is the North American Study Group on Ethnomathematics (NASGEm)

Veröffentlichungen

1. What evidence is there, and how do we get more, that school programs incorporating ethnomathematical ideas succeed in achieving their aims for the mathematical education of learners and of their ethnomathematical aims?
2. What are the implications of existing ethnomathematical studies for mathematics and mathematics education?
3. What is the relationship between Ethnomathematics and Multicultural Mathematics and between Ethnomathematics and Social Aspects of Mathematics Education.
4. How have the developments in Indigenous knowledge throughout the world affected or influenced ethnomathematical research.
5. Ubi D’Ambrosio and his disciples advocate that Ethnomathematics offers opportunities for teaching and learning mathematics that promote a world agenda for increasing the prospects of peace and diminishing the prospects of war and conflict? To what extent does consensus exist for this perspective? Why?
6. What are the implications of existing ethnomathematics for the study of anthropology?
7. Ethnomathematics can be defined both broadly and narrowly. How do these broad versus narrow definitions influence/impact the ways in which ethnomathematics is incorporated into formal educational settings?