LEADER 00970nam0-22003131i-450- 001 990001869310403321 005 20090206140543.0 035 $a000186931 035 $aFED01000186931 035 $a(Aleph)000186931FED01 035 $a000186931 100 $a20030910d2001----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aCompetizione, innovazione tecnologica e crescita$fPiercarlo Zanchettin 210 $aSiena$cUniversità degli Studi di Siena$d2001 215 $a46 p.$d24 cm 225 1 $aQuaderni del Dipartimento di economia politica$fUniversità degli studi di Siena$v327 610 0 $aEconomia politica 676 $a330.1 700 1$aZanchettin,$bPiercarlo$082036 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001869310403321 952 $a60 330.1 B 54/327$b8498$fFAGBC 959 $aFAGBC 996 $aCompetizione, innovazione tecnologica e crescita$9401004 997 $aUNINA LEADER 00840nam0-22003011--450- 001 990009223210403321 005 20100916123611.0 035 $a000922321 035 $aFED01000922321 035 $a(Aleph)000922321FED01 035 $a000922321 100 $a20100916d1934----km-y0itay50------ba 101 0 $ager 102 $aGR 105 $ay-------001yy 200 1 $a<>griechische Privatrecht und die Umwelt$fErnst Rabel 210 $aAthen$cG. 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Solazzi 3 (5) 1$b64319$fFGBC 959 $aFGBC 996 $aGriechische Privatrecht und die Umwelt$9776478 997 $aUNINA LEADER 04488nam 22007935 450 001 9910164342003321 005 20250628110046.0 010 $a9783319301204 010 $a3319301209 024 7 $a10.1007/978-3-319-30120-4 035 $a(CKB)3710000000651844 035 $a(DE-He213)978-3-319-30120-4 035 $a(MiAaPQ)EBC5587203 035 $a(Au-PeEL)EBL5587203 035 $a(OCoLC)985040561 035 $a(MiAaPQ)EBC6422864 035 $a(Au-PeEL)EBL6422864 035 $a(OCoLC)1167643861 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/33005 035 $a(ScCtBLL)d5321b12-152c-4383-a2ec-278f0ce51c64 035 $a(OCoLC)948632248 035 $a(ODN)ODN0010067742 035 $a(oapen)doab33005 035 $a(EXLCZ)993710000000651844 100 $a20160405d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCurrent and Future Perspectives of Ethnomathematics as a Program /$fby Milton Rosa, Ubiratan D?Ambrosio, Daniel Clark Orey, Lawrence Shirley, Wilfredo V. Alangui, Pedro Palhares, Maria Elena Gavarrete 205 $a1st ed. 2016. 210 $d2016 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (VI, 45 p. 4 illus. in color.) 225 1 $aICME-13 Topical Surveys,$x2366-5955 311 08$a9783319301198 311 08$a3319301195 327 $a1. Introduction -- 2. An overview of the history of ethnomathematics -- 3. State of the art in ethnomathematics -- 4.In guise of conclusion.-5. References. 330 $aThis survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education. 410 0$aICME-13 Topical Surveys,$x2366-5955 606 $aMathematics$xStudy and teaching 606 $aLearning, Psychology of 606 $aTeachers$xTraining of 606 $aMathematics Education 606 $aInstructional Psychology 606 $aTeaching and Teacher Education 615 0$aMathematics$xStudy and teaching. 615 0$aLearning, Psychology of. 615 0$aTeachers$xTraining of. 615 14$aMathematics Education. 615 24$aInstructional Psychology. 615 24$aTeaching and Teacher Education. 676 $a370 686 $aEDU009000$aEDU029010$aEDU046000$2bisacsh 700 $aRosa$b Milton$4aut$4http://id.loc.gov/vocabulary/relators/aut$0862626 702 $aD?Ambrosio$b Ubiratan$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aOrey$b Daniel Clark$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aShirley$b Lawrence$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aAlangui$b Wilfredo V$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aPalhares$b Pedro$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aGavarrete$b Maria Elena$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910164342003321 996 $aCurrent and Future Perspectives of Ethnomathematics as a Program$91925576 997 $aUNINA