Every nation has culturally distinct abilities and forms to reflect the needs of everyday life or rituals in different artifacts: pottery, basketry, musical instruments, small adornments, architecture and material culture of the entire native peoples are loaded with principles, goals, knowledge, history and values. With thisperspective we were motivated to develop our research work with the people Kaingang specifically with Indigenous artisans Xapecó in Ipuaçu - Brazil (SC), to know their history, their culture and their knowledge.Seeking to contribute to the appreciation, preservation and dissemination of their knowledge, includingmathematical knowledge - other mathematical culturally distinct peoples. We developed a study on mathematical knowledge into practice and baskets of Kaingang. As a result, we present a selection of artwork on which we present meanings kaingang dualistic cosmology and identify geometric properties of mathematics. The study was developed through a literature review and fieldwork with participant observation and its main theoretical tool ethnomathematics

This investigation presents a new way to look at the numerical khipu, a knotted-string recording device from Pachacamac (Peru), and the types of information it contains. In addition to celestial coordinates, khipu knots apparently pertain to an early form of double-entry accounting. This study hypothesizes that the khipu sample has the recording capacity needed to register double-entry-like accounts. After the identification of its subject matter, the khipu sample was studied in an attempt to ascertain whether the knot values could representinstructions from the Inca state administration to a local accounting center. The results indicate that the numerical information in the pairing quadrants (determined by the distribution of S- and Z-knots) should be read from top to bottom along the full length of the string and can then provide certain complementary details regarding the projected corn stocks of the Inca state.

In this review we present the newest book in the collection Trends in Mathematics Education in which the authors take up issues of ethnomatematics thought, putting it in motion, leaning in the thoughts of philosophers Michel Foucault and Ludwig Wittgenstein to propose ideas and develop new formulations for the genesis of different modes of instruction, in addition to those already in curriculum and school practices on the basis of ethnomathematics Perspective addressed in various contexts, by identifying the mathematical language games, often pushed aside or marginalized in pedagogical practices in course

It presents an analysis of the geometric and spatial concepts that children develop in two topographically different neighborhoods of Cali city, Colombia: Siloe (hillside neighborhood) and Mojica (totally flat neighborhood). In particular, it emphasizes on the implications of the topography of the area, or the sector where kid play, in terms of the restrictions and possibilities in game development. The analysis of the data was performed by proposed by Vygotsky in his socio historical theory, in addition to the points made by Bishop(1999) concerning about the game as an universal activity which its practice brings implicitly development mathematical notions or ideas. According to the findings in the two neighborhoods, it became clear that a gamewhen is practiced in hillside area as in a flat area has variations in its practice and different interpretations due to the influence of the terrain. According to this It can conclude that these variations allow interpretations andcharacterizations of the concepts of horizontal, vertical and oblique and even that might be helpful in mathematics education.

This paper is part of a research that focuses on Mathematics education in the context of Education in Solidarity Economy as a possibility of teaching and learning Mathematics to meet specific demands of mathematical knowledge inherent to the implementation of Entrepreneurships in Solidarity Economy (ESE). Within this context, it investigates, from a theoretical point of view, possible approaches between Solidarity Economy and Mathematics Education. The research has pointed out the Ethnomathematics program as a possibility of approaching Mathematics education in the context of Solidarity Economy, defending the idea of an Ethnomathematics for Enterprises in Solidarity Economy

This paper starts from two statements based on a literature review. The first one concerns the learning process and states that learning is situated and socioculturally contextualized. Learning happens in the space of the background and the foreground of the learner in his or her particular environment of experience. This statement is based on the Vygotsky and the Cultural psychology approach (Cole, 1996) and on the work of Vithal and Skovsmose (1997). The second statement concerns the deficient theory of the learning process (instead of the deficiently of the learner). Based on the international comparative research on mathematical skills we claim that the drop out of school of many groups of children (OECD, 2010) has to do with the insufficient learning system at school that fail to fit with the daily background knowledge of the children. In the final part of the paper we will present three different ethnomathematical cases based on the educational practices that the authors developed in recent years.

In this article proposes a description of the evolution of Ethnomathematics since 1985, considering the involvement it has had on academic events of a global nature (ICME, ICEM), as well as documents issued byUNESCO, the challenges posed by promote equity from Mathematics Education. The evolution is described in three stages and it shows reflections on the importance in teacher training influence to battle exclusion promoted by an ethnocentric vision of mathematics