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This article aims to analyze how academic research that deals with Ethnomodelling is presented. It is worth noting that Ethnomodelling is understood here as an alternative methodological approach, which seeks to systematize the mathematical knowledge of different cultural groups. For this purpose, mapping was used in educational research through two stages: 1) data apprehension, where searches were carried out in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and in the Brazilian Digital Library of Theses and Dissertations (BDTD); 2) significance of these data, where research analysis was carried out through the a priori categories: research question; theoretical framework for research; research context; and research results. The analysis showed evidence that both Mathematical Modeling, Ethnomathematics, or Ethnomodelling, contribute to the learning process, and can be used as pedagogical tools for teaching Mathematics.

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. [ABSTRACT FROM AUTHOR]

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This article aims to present a proposal of introductory activities to the concept of linear function for schools inserted in extractive regions, in which Ethnomathematics and Mathematical Modelling are related. To this end, a teaching sequence was elaborated for the 9th year of Elementary School, which aims to value the knowledge of the workers in their daily routines – hunting and selling crab in mangroves of cities located in the south of Bahia – and to relate them to the study of Mathematics contents. The work supports the idea that it is possible to construct a teaching sequence for the introduction of the concept of linear function, using the Ethnomodelling approach. It is believed that the application of the sequence may make learning more meaningful, in which students from that cultural context may see meaning for the learning of Mathematics.

Copyright of Revista Latinoamericana de Etnomatemática is the property of Universidad de Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Etnomatemática is the property of Universidad de Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)