A Didactic Approach of Sociocultural Perspectives of Mathematical Modelling for Classrooms: An Ethnomodelling Perspective
DOI:
10.37084/REMATEC.1980-3141.2025.n54.e2025005.id772Keywords:
Didactic Approach, Ethnomathematics, Ethnomodelling, Ethnomodels, Mathematical Modelling, Sociocultural PerspectiveAbstract
Mathematical local ideas, procedures, techniques, and practices can be assessed by using different methodological approaches, such as the emic (local) and etic (global) approaches of the ethnomodelling process. Accordingly, we aimed to understand the association between the etic (global) and the emic (local) approaches through ‘dialogic’ because they are dynamic and complementary to each other as they can be taken as “two sides of the same coin.” Thus, researchers and educators must develop investigations in the ethnomodelling field by using both approaches to better understand the mathematical knowledge developed by members from distinct cultural groups. Therefore, students need to be inserted in a learning environment that enables them to use mathematical knowledge previously acquired in school and tacitly developed and accumulated in their own communities. Thus, it is necessary to create a didactic approach of sociocultural perspectives of mathematical modeling for classrooms from an ethnomathematical and ethnomodelling viewpoint.
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