Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism.

Abstract

Ethnomodelling can be considered as the association between ethnomathematics and mathematical modelling that enables members of distinct cultural groups to perceive a different reality in relation to the nature of mathematical knowledge. It also provides insights into many diverse forms of mathematics developed locally. Thus, ethnomodelling is defined as the study of mathematical phenomena that adds cultural components to the modelling process. The development of this connection is conducted through three cultural approaches: local, global, and glocal, which are used in the conduction of ethnomodelling investigations that aim to work against colonialism in order to value and respect sociocultural diversity of members of distinct cultural groups. Because ethnomodelling seeks to promote the development of understanding of differences through dialogue; it is important to argue for its inclusion as a translational process for systems taken from the reality of the members of diverse cultures. In this article we argue that ethnomodelling creates a firm foundation that allows for the integration of these three cultural approaches in exploring mathematical knowledge developed in distinct cultural groups through cultural dynamism.