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This paper discusses how mathematics can be interpreted as an integral part of technological planning and decision making, and how mathematics therefore operates as an integral part of technology. Three aspects of mathematics in action are presented. The paper provides for the theoretical task of grasping mathematics in action and identifying how mathematics supports a technological imagination, how it establishes possibilities to investigate particular aspects of possible technological constructions, and how mathematics becomes installed in society and starts operating as part of technological devices. It is also pointed out that an understanding of mathematics in action is crucial for interpreting basic aspects of social development. (Contains 66 references.) (KHR)

This paper is a response to Renuka Vithal's paper entitled "Context, Change and Instability", which addresses the theoretical methodological implications resulting from the act of researching associated with social, cultural, and political approaches. Renuka's opinions on the role of educators as intellectuals involved in teacher training, the regionalization to the concept of power, the role of the intellectual, and researching mathematics education from a critical perspective are advocated. (KHR)

This paper defines ethnomathematics and reviews the methods used to incorporate this philosophy into the current teaching of mathematics. Ethnomathematics rejects inequity, arrogance, and bigotry while challenging the Eurocentric bias that denies the mathematical contributions and rigor of other cultures. A review of the literature shows that the teaching of ethnomathematics will bring awareness to students that Europe is not now nor was it ever the center of civilization. Ultimately, this method will present an accurate history of mathematics, use a variety of examples to solve problems from a variety of cultures, and recognize that learning mathematics is a unique process for every individual. (CCM)

An historical perspective reveals that sophisticated mathematical activity has been going on in the Latino culture for thousands of years. This paper provides a general definition of the area of mathematics education that deals with issues of culture and mathematics (ethnomathematics) and defines what is meant by the term Latino in this essay. Discussion includes pre-Columbian mathematics (the vigesimal systems of the Olmecs and Aztecs and the decimal system of the Incas with recommendations to teachers for teaching of these systems), commentary on pre-Columbian mathematics, mathematical activity in Latin America, and Latino mathematicians in the United States. Contains 34 references. (MKR)

This presentation attempts to illustrate that mathematics in the elementary grades is not and should not be "culture free." As a prescriptive course, the discussion gives suggestions on how to improve the mathematics experience of elementary school children by using the culture of both the teacher and the learner in mathematics instruction. (Author/MK)

Demarcates what is mathematics and what are often useful preliminaries to it. Discusses ethnomathematics and the current deconceptualized mathematics. (MKR)

Proposes a framework to review the literature of the culture of mathematics, specifically in the use of the term ethnomathematics. Derives a definition of ethnomathematics; reviews two examples as a test of the power of the definition and the resultant description of ethnomathematics. (Author/MKR)

Discusses the questions of whether the mathematics that is taught is equitable, fair, and nondiscriminatory, and whether students are being disadvantaged with the current curriculum, methods of assessment, and the lack of understanding of students' backgrounds. (23 references) (MKR)

American Indian students have had inadequate opportunities for success in school, particularly in mathematics and science, because of how they are typically taught. The article identifies sources of the problem, discussing education reform, assumptions about mathematics and science, culture-based variations in ways of knowing, and methods of improvement. (SM)

Discusses important mathematical ideas taken from combinatorics, arithmetic, and geometry which are considered in the context of their development in various societies around the globe, including Hebrew, Islamic, Italian, Mayan, German, and Anasazi work. (11 references) (MKR)

Presents a dialogue about ethnomathematics that includes discussions of: quipus (knotted cords) as a form of language, difficulty in defining mathematics, culturally embedded mathematical ideas, philosophy and mathematics, quantification without giving meaning to numbers, and evolution in mathematical thinking. (MKR)

Discusses the writing of the book "Africa Counts: Number and Pattern in African Culture" and relates efforts to introduce multicultural perspectives into the mathematics curriculum at the elementary and secondary levels. Proposes what needs to be done to introduce ethnomathematical perspectives into the curriculum. (24 references) (MKR)

Discusses the ethnomathematics movement, the emergence of concepts related to ethnomathematics, ethnomathematics as a field of research that studies mathematics in its relationship to the whole of cultural and social life, and the beginning of ethnomathematical research in Mozambique. (41 references) (MKR)

Discusses research issues deriving from different interpretations and responses to cultural conflicts in mathematics education and presents a possible research agenda. (25 references) (MKR)

Discusses past research involving Piagetian conservation concepts in Native American students; the relation of language to mathematics education; holism in mathematics learning; mathematics and culture; the Outdoor World Science and Mathematics Project, which developed learning modules involving Native Americans; and mentorship in an atmosphere of cultural diversity. (14 references) (MKR)

Suggests that contexts may be useful in mathematics instruction in relation to learning transfer and that the factors that determine whether a context is useful are complex. Discusses the context effect, learning in context, how well students identify with tasks taken out of an adult world, and the effects of ethnomathematics. (MDH)

Five contributors report on their perspectives of the seventh International Congress on Mathematical Education (ICME): (1) "Thoughts of an ICME Regular" (Z. Usiskin); (2) "Encouragements and Disturbances" (D. L. Brekke); (3) "A Brief Note on Errors" (A. Lax); (4) "Then and Now" (L. Rogers); and (5) "Walled Cities" (B. Johnston). (MDH)

Discusses the question of whether to teach the mathematics of mathematicians and scientists or develop the mathematics as the set of skills and procedures that a cultural group knows and uses in life. Offers suggestions using examples from field work with Navajo Indians and Turkish immigrants. (10 references) (MKR)

Presents two practices used by rural Brazilians to estimate area of land and volumes of tree trunks. Using an ethnomathematical approach, develops educational ideas involving the interrelations between academic and popular mathematical knowledge in the context of the struggle for land. Discusses contributions of this work to the process of social change. (MDH)