Preface; Contents; Introduction; 1 An Ethnomathematics Overview: An Introduction; Abstract; 1.1 Preliminary Thoughts...; 1.2 Cultural Features of Ethnomathematics; 1.3 Discussing the Role of Ethnomathematics in Mathematics Education; 1.4 Acknowledging Some Opportunities and Challenges...; References; Research Approaches on Ethnomathematics: Collection of Field Data; 2 Weaving Culture and Mathematics in the Classroom: The Case of Bedouin Ethnomathematics; Abstract; 2.1 Introduction; 2.2 Context; 2.2.1 What is Ethnomathematics?; 2.2.2 Ethnomathematics in Schools; 2.2.3 The Bedouins in the Negev

2.3 Methodology2.3.1 Research Questions; 2.3.2 Study Population; 2.3.2.1 Population for Stage 1: Identifying Ethnomathematical Elements; 2.3.2.2 Population for the Implementation of the Weights and Measures Study Unit; 2.3.3 Data Collection and Analysis; 2.4 Results; 2.4.1 Units of Length and Weight Described by the Elders of the Tribe; 2.4.1.1 Units of Length; Units of Length: Summary; 2.4.1.2 Bedouin Units of Weight; Units of Weight: summary; 2.4.2 The Integrated Teaching Unit; 2.4.3 Results of the Implementation of the Teaching Unit; 2.5 Discussion; References

3 Listening to the Voices of the Knowledge Holders: The Role of Language in Ethnomathematical ResearchAbstract; 3.1 Ethnomathematical Research; 3.2 Culture as a Central Component in Ethnomathematical Studies; 3.2.1 Definition of Culture in Mathematics Education; 3.2.2 Language as a Main Feature of Culture; 3.3 Language in Ethnomathematical Research; 3.4 Languages in South Africa; 3.5 Episodes Illustrating the Use of Language in Ethnomathematical Research in South Africa; 3.5.1 Episode One: The Use of Language During an Interview on How to Make 'Sesiu'

3.5.1.1 Mathematical Concepts Related to Sesiu3.5.2 Episode Two: The Use of Language in a String Figure Game; 3.5.2.1 Mathematical Concepts in String Figure Games; Variety of Geometric Shapes and Figures; Patterns, Relations, and Functions; Symmetry; 3.5.3 Episode Three: The Use of Language During an Interview on Beadwork; 3.5.3.1 Mathematical Concepts in Beadwork; 3.6 Language Issues from the Three Episodes; 3.7 The Implications of the Language and Its Use in Ethnomathematical Research; References; 4 Techniques and Learning Processes of Craftswomen in Brazil; Abstract; 4.1 Introduction

4.2 Ethomathematics and Ethnographic Studies4.3 Contextualizing the Research; 4.4 Techniques and Processes at Handcrafting Know-How: Mathematical Aspects; 4.4.1 The Use of the Compass in the Preparation of the Sections; 4.4.2 Two Possible Forms of Mathematical Distribution for the Tapajonic Patterns in Cuias; 4.5 Informal Learning Processes Among Aritapera Cuias' Craftswomen; 4.6 Craftswomen's Techniques and Informal Learning Processes: Issues for Ethnomathematics; 4.7 Some Possible Methodological Developments Towards the Teaching of Mathematics; References