Ethnomathematics and its implications for the learning process of mathematics in Brazil




Ethnomathematics. Mathematics education. Classroom.


This article presents a quick report on the conditions of Brazilian education, which has been questioned about its quality. Such discussions revolve around the traditional model and, still contemporary, of carrying out teaching and learning in school classrooms, which has generated unsatisfactory results, trying to seek options for improvement, many authors have pointed out alternatives to improve the quality of student learning. Bringing mathematics closer to the student's day-to-day events, making him realize the applicability of what was passed inside the classroom is the main objective of this work, in addition to presenting Ethnomathematics as a line of research for the teaching of Mathematics, the methodology applied is based on a qualitative approach, with exploratory content on the term. Therefore, it is possible to analyze and conclude that encouraging the questioning about thoughts and mathematical definitions, brings the student closer to the subject with reality, in which the teacher, when trying to bring fun to the classes, he manages to change the view that mathematics it is difficult and incomprehensible, and this happens through math games and computer programs, and the teacher is the one who takes the first steps towards this challenging path of achieving a quality education.


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How to Cite

Barros, W. S., Conceição, E. M. da, Silveira, H. B. da, & Oliveira, C. J. de. (2022). Ethnomathematics and its implications for the learning process of mathematics in Brazil. The Journal of Engineering and Exact Sciences, 8(5), 14314–01e.



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