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Libros

Etnomodelagem: a arte de traduzir práticas matemáticas locais

Os professores do Departamento de Educação Matemática (DEEMA) da Universidade Federal de Ouro Preto (UFOP) publicam o livro intitulado Etnomodelagem: a arte de traduzir práticas matemáticas locais, pela Editora Livraria da Física.

Nesse livro, os autores afirmam que os estudos socioculturais constituem uma maneira de descrever e explicar as experiências humanas em suas interações sociodinâmicas locais e globais.

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Descargue gratuitamente el libro: “Current and Future Perspectives of Ethnomathematics as a Program”

BookTSG35_ICME13Este libro recopila una serie de reflexiones fruto del trabajo realizado por varios miembros del grupo especializado a cargo del Topic Study Group 35 titulado “Role of Ethnomathematics in Mathematics Education” (ICME-13 – Hamburgo, 2016). Participan como autores Milton Rosa (Brasil), Ubiratán D’Ambrosio (Brasil), Daniel Orey (Estados Unidos), Lawrence Shirley (Estados Unidos), Wilfredo V. Alangui (Filipinas), Pedro Palhares (Portugal) y María Elena Gavarrete (Costa Rica).

El libro aborda diversas temáticas relacionadas a la Etnomatemática y la Educación Matemática e incluye un panorama más amplio de la matemática en distintos entornos culturales que abarca procedimientos, conceptos, métodos y prácticas localizadas. Las reflexiones giran en torno a las dimensiones sociales y políticas de la Etnomatemática y se enfocan en el desarrollo de enfoques novedosos que contribuyen a una sociedad dinámica donde lo local y lo global están en equidad.
La Etnomatemática reconoce que los miembros de diferentes culturas desarrollan técnicas, métodos y explicaciones matemáticas únicas, que permiten una comprensión alternativa y una transformación en las normas sociales. La base teórica de la Etnomatemática ofrece una alternativa válida a los estudios tradicionales relacionados con la historia, la filosofía, la cognición y los aspectos pedagógicos de las matemáticas. La agenda en vigor de la Etnomatemática pretende continuar una trayectoria progresiva que contribuya al logro de la justicia social, la paz y la dignidad para todos.
Los debates que se detallan en este libro abordan ideas claves que proveen una comprensión más clara del campo de la Etnomatemática y de su estado del arte  por medio de la discusión de sus aportes a la acción pedagógica, sus contribuciones a la formación docente y su papel en la Educación Matemática.

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Libro: Etnomatemática africana

etnoEtnomatemática africana

ALCALDÍA MAYOR DE BOGOTÁ
Educación para la Ciudadanía y la Convivencia – ECC

Esta publicación se ha realizado en el marco del proyecto Apoyo a la institucionalización de la Cátedra de Estudios Afrocolombianos y otras medidas de lucha contra la discriminación racial de la población afrocolombiana en el Sistema Educativo Distrital de Bogotá, de la Secretaría de Educación Distrital (SED) en Convenio con la Asociación de Profesionales de las Ciencias Sociales EL COLECTIVO y con el apoyo de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID).

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Nuevo Libro: Mathematics in a Sample of Cultures

6Mathematics in a Sample of Cultures
By Ximena Catepillan, Waclaw Szymanski
ISBN:9781465282477
Edition:1
Copyright: 2016
Pages: 114

https://www.kendallhunt.com/store-product.aspx?id=302057 

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New book: String Figures as Mathematics? An Anthropological Approach to String Figure-making in Oral Tradition Societies

stringString Figures as Mathematics?  An Anthropological Approach to String Figure-making in Oral Tradition Societies

Authors: Vandendriessche, Eric

Table of contents (10 chapters)
Introduction
String Figures and Ethnography
A Conceptualization of String Figure-Making
W.W. Rouse Ball’s Mathematical Approach to String Figures
Thomas Storer and the Concept of Heart-Sequence
Heart-Sequences and “Look-Alike” String Figures
Understanding Transformations
Cultural and Cognitive Aspects of String Figure-Making in Two Different Societies
Comparison of the Trobriander and Guarani-Ñandeva String Figure Corpora
Conclusion

About this book

This book addresses the mathematical rationality contained in the making of string figures. It does so by using interdisciplinary methods borrowed from anthropology, mathematics, history and philosophy of mathematics. The practice of string figure-making has long been carried out in many societies, and particularly in those of oral tradition. It consists in applying a succession of operations to a string (knotted into a loop), mostly using the fingers and sometimes the feet, the wrists or the mouth. This succession of operations is intended to generate a final figure. The book explores different modes of conceptualization of the practice of string figure-making and analyses various source material through these conceptual tools: it looks at research by mathematicians, as well as ethnographical publications, and personal fieldwork findings in the Chaco, Paraguay, and in the Trobriand Islands, Papua New Guinea, which all give evidence of the rationality that underlies this activity. It concludes that the creation of string figures may be seen as the result of intellectual processes, involving the elaboration of algorithms, and concepts such as operation, sub-procedure, iteration, and transformation.

http://www.springer.com/us/book/9783319119939

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New book: MULTIMATHEMACY: Anthropology and Mathematics Education

multiMULTIMATHEMACY: Anthropology and Mathematics Education
Authors: Pinxten, Rik

Table of contents
Introduction
Worldview
Education in a Post-industrial World
Mathematics Education and Culture: Learning Theories
Foundational Questions?
Language and Thought
Multimathemacy and Education. General Principles
Learning Formal Thinking in a Culture-Specific Context
Complex Mathematical Activities
Education in a School Context
General Conclusions
Appendix: Human Beings as Learners-in-Context: An “Engine” for the Capability Approach

About this book

This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics   tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus  in OECD analyses and proposals on math education. 

This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original  transcultural and transdisciplinarian approach to education.

Ubiratan D’Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil

http://www.springer.com/us/book/9783319262536

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ÁBACO MAYA – JIK’OB’AL, nuevo aporte de Domingo Yojcom Rocché

abaco mayaEl Ábaco Maya – Jik’ob’al, es un dispositivo didáctico para el aprendizaje de las matemáticas. Este dispositivo es una muestra viviente de la ciencia que han desarrollado las comunidades mayas de Mesoamérica. Se presenta con fines didácticos para compartir con un gran número de lectores y estudiosos de la cultura maya.
El objeto es proporcionar un material de apoyo para todas aquellas personas inmersas en procesos educativos; a la vez ofrecer otra alternativa para desarrollar el proceso de enseñanza-aprendizaje de la aritmética maya a través del ábaco maya. Propone una manera bastante interesante de enseñar los principios generales que rigen el Sistema Vigesimal.
El dispositivo está compuesto por: video tutorial, manual y el ábaco maya. Actualmente es distribuido por la Editorial Maya Wuj de Guatemala.

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Arte e matemática, nuevo libro de Bruno D’Amore

Copertina Arte e matematica-2Introduzione

Così scrive Michele Emmer, matematico e pensatore italiano tra i più sensibili all’interazione tra matematica e arte: «L’attenzione che i matematici hanno per le qualità estetiche della loro disciplina (…) è notevole; da qui discende l’idea di molti matematici, anche contemporanei, che l’attività matematica e quella artistica siano in qualche misura molto simili, paragonabili. La creatività sarebbe il fattore che unisce matematica e arte, arte e scienza più in generale» (Emmer, 1991, p. 27).

Poche pagine dopo, lo stesso Emmer affianca due citazioni che sembrano instaurare una vera e propria equivalenza logica tra matematica e immaginazione: «La più alta categoria dell’intelletto immaginativo è sempre eminentemente matematica» (Edgar A. Poe); «La facoltà che mette in moto l’invenzione matematica non è il ragionamento, bensì l’immaginazione» (August De Morgan).

La ricerca matematica (e, più in generale, la ricerca scientifica), quindi, sarebbe resa possibile, verrebbe addirittura guidata, dalla creatività e dall’immaginazione, così come lo è la ricerca artistica. Non possiamo certamente escludere un importante nesso tra la scoperta (nelle scienze naturali), l’invenzione (nella matematica) e l’atto umano dell’immaginare, del creare. Ma un tale legame, se isolatamente affermato, può risultare troppo vago e semplicistico: in questo senso, allora, ogni espressione del pensiero umano, ogni azione, ogni riflessione appare, in ultima analisi, inscindibilmente basata sulla creatività. Limitare il legame tra la matematica e l’arte a questo loro comune denominatore (peraltro evidente e scontato) equivarrebbe banalmente ad affermare che entrambe sono attività umane: affermazione indubbiamente vera, ma certo un po’ troppo generica per apparire significativa.

 Para mayor información consulte http://www.edizionidedalo.it/site/collane-scheda-libro.php?products_id=3401&categories_id=79&attive=1

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Initial and Continuous Mathematics Teacher Preparation in Colombia, Costa Rica, the Dominican Republic and Venezuela

icmiThis document is a summary of the works published in the Cuadernos. It is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in the four countries, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. I want to express my gratitude to all the authors from the various countries that have provided these valuable materials. This edition and the formatting of this document has been my responsibility.
The preparation and publication of this document constitutes a significant collective action that will strengthen the goals of the new Network for Mathematics Education in Central America and the Caribbean, and will help to strengthen the collaboration between teachers and researchers in the educational communities in our region.

DOWNLOAD REPORT

Angel Ruiz 
Executive Director of the Capacity and Networking Project, Costa Rica 2012
General Director of the Mathematics Education Network for Central America and the Caribbean 
Vice President of the International Commission on Mathematical Instruction 
President of the Inter-American Committee on Mathematics Education
ruizz.angel@gmail.com

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New Book: Diversity in Mathematics Education: Towards Inclusive Practices

diversityDiversity in Mathematics Education: Towards Inclusive Practices

Editors
Alan Bishop
Hazel Tan
Tasos N Barkatsas

– Examines diversity in mathematics education, including methods to enhance inclusivity
– Includes multi-national perspectives on diversity and inclusivity in math education
– Delves into classroom practices, with a close look at challenges to classroom inclusivity

This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education.
The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction.
The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.

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New book: Visuospatial Reasoning: An Ecocultural Perspective for Space, Geometry and Measurement Education

BOOK-KayVisuospatial Reasoning: An Ecocultural Perspective for Space, Geometry and Measurement Education
Kay Owens

Series: Mathematics Education Library, Vol. 111

▶ The first comprehensive book on mathematical reasoning in Papua New Guinea
▶ Utilises an ecocultural perspective while focusing on current research
▶ Provides a strong focus on space, geometry and measurement

This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context.
For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas.
In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics.
With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature.

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Consulte la literatura sobre Etnomatemática en el repositorio de la RELAET: tesis doctorales, trabajos de maestría, artículos, libros, memorias de los ICEm, Boletines ISGEm

respositorioEn la pestaña REPOSITORIO del menú principal de la página de la Red Latinoamericana de Etnomatemática Puede encontrar:

Tesis doctorales

Trabajos de Maestría

Trabajos de grado

Artículos

Boletines del ISGEm

Libros

Revistas

Memorias o actas de congresos 

Proyectos  

 

 

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La Red Latinoamericana de Etnomatemática rinde un homenaje póstumo al profesor Paulus Gerdes a través de su obra

DSC02217DSCF5579La Red Latinoamericana de Etnomatemática rinde homenaje póstumo al profesor PAULUS GERDES a través de su obra. Los invitamos a mantener vivo el amplio legado que nos ha dejado Paulus. Este material fue tomado legalmente de la página de la editorial lulu que permite descargarlos gratuitamente. También es posible comprarlos en la página http://www.lulu.com/spotlight/pgerdes?searchTerms=&pageOffset=2

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Informe SITEAL 2011: La educación de los pueblos indígenas y afrodescendientes

sitealEl Informe sobre tendencias sociales y educativas en América Latina es una publicación anual elaborada en el marco del proyecto SITEAL, una iniciativa que el IIPE-UNESCO Buenos Aires y la Organización de Estados Iberoamericanos desarrollan en forma conjunta desde inicios del año 2003. Esta publicación pone a disposición de los actores de la comunidad educativa herramientas conceptuales y de diagnóstico destinadas a contribuir a la formulación de políticas educativas sensibles a la complejidad y diversidad de escenarios sociales que se van configurando en los países de la región. En este sexto número del Informe sobre tendencias sociales y educativas en América Latina, publicado en diciembre del 2011, se presenta un análisis de la situación educativa de los pueblos indígenas y afrodescendientes en América Latina.

http://www.siteal.iipe-oei.org/informe_2011

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Segundo lanzamiento de libro “Wenumapu: Astronomía y Cosmología Mapuche” (en Santiago de Chile)

invitacion El próximo jueves 2 de octubre a las 11:00 en la Biblioteca Nacional de Santiago de Chile. se realizará el segundo lanzamiento del libro “Wenumapu: Astronomía y Cosmología Mapuche” el que fue recientemente presentado en la ciudad de Osorno.

El evento tendrá lugar en la Sala América de la biblioteca, y el ingreso es por calle Moneda nº 650. Están todos invitados

Felicitamos nuevamente a los autores Gabriel Pozo y Margarita Canio por compartir este bello trabajo.

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Nuevo Libro: WENUMAPU, Astronomía y Cosmología Mapuche

WenumapuGabriel Pozo Menares y Margarita Canio LLanquinao
Ocho Libros editores (Chile)
ISBN 978-956-335-205-4

Tal como lo señalan los autores, este libro estudia las características del cielo en la sociedad mapuche a través de las interpretaciones de las personas que actualmente aún continúan observándolo para organizar sus vidas o para rememorarlo a través de las historias y narraciones de antaño. Es el producto de un trabajo de años  visitando y trabajando con familias mapuche recopilando relatos en las diferentes variantes de la lengua mapuche, y teniendo como base la tesis doctoral de Gabriel Pozo: Astronomía y cosmología mapuche “Wenumapu tuwkülerkelu Nagmapu enu”, la vinculación entre cielo y conocimiento social” (Departamento de Historia y Antropología de América., Universidad Complutense de Madrid, 2011).

Es importante destacar que este texto será difundido gratuitamente en escuelas y comunidades mapuche vinculadas a la investigación, y que todas las personas participantes en la investigación fueron reconocidas como autores y autoras de los relatos orales y no como “informantes”.

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Nuevo Libro: Práticas socioculturais e educação matemática

Praticas_socioculturais_divulgaçaoPráticas socioculturais e educação matemática

Iran Abreu Mendes e Carlos Aldemir Farias (Org.)
Editora editora livraria da fisica
ISBN 9788578612672
EAN 9788578612672

Práticas socioculturais podem ser compreendidas como os saberes e fazeres de grupos sociais no interior de uma cultura específica. São desenvolvidas na busca de soluções para problemas singulares que surgem na vida das diversas comunidades humanas. Elas contribuem para vencer os desafios cotidianamente enfrentados pelas sociedades, na superação de suas dificuldades e conforme as necessidades de cada grupo. Tais práticas podem ser inovadoras ou tradicionais, conforme os interesses individuais ou coletivos, e de acordo com as características culturais do lugar onde são desenvolvidas. Este livro reúne dez ensaios resultantes de pesquisas e reflexões sobre práticas socioculturais em contextos distintos – Américas, Europa e África. Assim, são problematizados e analisados elementos matemáticos históricos, como regra de três, logaritmos, simetrias, padrões-de-fitas, entre outros, que fizeram e fazem emergir conhecimentos matemáticos potencialmente dinâmicos para serem tomados como pontos de partida no ensino de Matemática. Os estudos aqui presentes também descortinam significados conceituais e metacognitivos relacionados à interação dos domínios da cultura, da Matemática e da escola.

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Libro: Geometría y cestería de los bora en la amazonía peruana

libro_gerdesApreciados miembros de la RELAET,

el profesor Paulus Gerdes muy amablemente quiere compartir su libro: Geometría y cestería de los bora en la amazonía peruana con toda la comunidad etnomatemática. Pueden descargar el libro aquí

Desde la dirección de la RELAET le agradecemos y lo felicitamos por su amplio e importante aporte a la Etnomatemática.

Saludos,

Hilbert Blanco-Álvarez
Director RELAET

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Reedição do livro “Geometria Sona de Angola: Volume 3: Estudos comparativos”

Capa Geometria SonaPrezados colegas e amigos,

tenho o prazer de anunciar a reedição do meu livro

“Geometria Sona de Angola: Volume 3: Estudos comparativos” (152 páginas),publicado originalmente, em Moçambique, pelo Projecto de Investigação Etnomatemática (Universidade Pedagógica, 1994).

A presente reedição realiza-se sob a chancela do Instituto Superior de Tecnologia e Gestão (ISTEG, Boane, Moçambique) e é distribuída internacionalmente pela Editora Lulu. O livro constitui o terceiro e último volume da trilogia “Geometria Sona de Angola”.

A trilogia é composta por três volumes:

Volume 1: “Matemática duma tradição africana” (Reedição a cores, 2012, 244 p.);
Volume 2: “Explorações educacionais e matemáticas de desenhos africanos na areia” (Reedição 2014, 192 p);
Volume 3: “Estudos comparativos” (Reedição 2014, 152 p.).
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New Book “The philosophic-mathematical manuscripts of Karl Marx on differential calculus: An introduction”

marxDear friends and colleagues,

Continuing the effort to make books, which were out-of-print for quite while, anew available, I have the pleasure to announce a new edition of my book “The philosophic-mathematical manuscripts of Karl Marx on differential calculus: An introduction” both in printed paperback format and as free downloadable eBook (http://www.lulu.com/spotlight/pgerdes).

In March 1983 the Eduardo Mondlane University organized a seminar on the then significance of Karl Marx’s works to celebrate the centennial of his death. It took place in Maputo, the capital of Mozambique. I had the honor to present, in the amphitheater of the Faculty of Medicine in the city center, some reflections of Karl Marx about mathematics, in particular, his considerations about and preoccupations with the foundations of differential calculus. My presentation included an introduction to the reasons for and contents, methods, and meaning of the mathematical manuscripts of Marx. In the same year, the journal TLANU, published by the Department of Mathematics and Physics of the Eduardo Mondlane University, published an extended version of my lecture as a book, entitled “Karl Marx: Arrancar o véu misterioso à matemática.” In that version I also included a reflection on “negation of the negation” in mathematics education.

The book generated interest both in Mozambique and elsewhere. Two years later, the Marxist Educational Press published, in the USA, an English-language edition, based on the translation by Beatrice Lumpkin.

Already more than thirty years have passed. During these years I have dedicated my research mostly to a field nowadays called ethnomathematics, the study of the development of mathematical and mathematic-educational ideas and practices in diverse cultural, social, political and historical contexts. One may ask if there exists some relationship between ethnomathematics and the reflection on the mathematical manuscripts of Karl Marx. An answer may be found in the words of Arthur B. Powell and Marilyn Frankenstein in their book “Ethnomathematics: Challenging Eurocentrism in Mathematics Education” (1997). In the section concerning interconnections between culture and mathematical knowledge, they include the paper “Marx and Mathematics” (1948) by Dirk Struik (1894-2000). In their introduction to Struik’s paper, they state that Marx tried to analyze differential calculus as rooted in a cultural praxis – the conceptual and mathematical description of dynamics, of motion and of change – in the light of another cultural construction – dialectics – that was part of the philosophical and ideological perspective of a identifiable cultural group (Powell & Frankenstein, 1997, p. 124). The same geometer and historian Struik wrote, already 104 years old, the foreword to the English language edition of my book “Ethnogeometry: Awakening of Geometrical Thought in Early Culture,” where he stresses my dynamic approximation of the historic process of acquiring mathematical ideas, in general, and geometric ideas, in particular.
More than thirty years have passed since the first edition of this book. The book belongs to my youth; today I would have written it most probably in a different way… Both the global historic context changed significantly as I matured in my research, reflections, and experiences. I did not try to rewrite the book, as there are other, more urgent challenges. The new edition of the book consists of the reproduction of the translation of 1985. I introduced some minor changes to the translation. The epilogue has been shortened. Some bibliographic references have been added.

 The book presents an introduction to the philosophic-mathematical manuscripts of Karl Marx. It contains the following chapters: (1) Marx the Mathematician?; (2) Why Did Marx Study Mathematics?; (3) Still So Little Known?; (4) Manuscripts: Contents and background; (5) The dialectical method of Marx; (6) The significance of the “Mathematical Manuscripts;” (7) Source of inspiration; Bibliography. 120 pp.

Best regards,

Paulus Gerdes
Acting Secretary General & Vice-President for Southern Africa, African Academy of Sciences;
Former Chairman, African Mathematical Union Commission for the History of Mathematics in Africa (1986-2013);
President, International Studygroup for Ethnomathematics;
Former Rector / President, Pedagogical University, Mozambique (1989-1996);
Senior Advisor for Research and Quality, ISTEG-University, Boane, Mozambique
Postal adress: C.P. 915, Maputo, Mozambique
paulus.gerdes@gmail.com
<paulus.gerdes@gmail.com>Books published or distributed by Lulu:
http://www.lulu.com/spotlight/pgerdes <http://stores.lulu.com/pgerdes>

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