Ethnomathematics, Cognition and Programming: Python Resources for Mathematics Education

Abstract

To mitigate the monotony of educational practices in mathematics and to meet a contemporary demand, this study integrates computer programming and Ethnomathematics in an innovative approach, presenting them as friendly epistemologies capable of connecting mathematical knowledge to diverse realities, both in Basic Education and in teacher training. Based on computational thinking and grounded in discussions about current school curricula and cognition (both biological and artificial), the research poses the following question: how can computational thinking and programming be considered in (Mathematics) Education from an Ethnomathematics perspective? In this regard, the general objective is to demonstrate, through the Ethnomathematics Program, how computational thinking and programming can be addressed in (Mathematics) Education. By conceptualizing programming as a form of Ethnomathematics, the study methodologically develops pedagogical resources involving arithmetic, probability, biology, music, and cognition. The examples, written in Python, prioritize accessibility for beginners, promoting integrated mathematical and computational thinking by materializing transdisciplinary dialogues. The results suggest a more critical and reflective form of education, as they bring forth relevant, flexible, and adaptable social situations, leading to the conclusion that this study contributes to the conscious use of mathematical knowledge in the exercise of citizenship.

Keywords:
Ethnomathematics; Computational Thinking; Python Programming; Pedagogical Resources; Transdisciplinarity