| Ubiratan D'Ambrosio - Vol. 5 Num. 1 (1985) | ||
| Ethnomathematics and its place in the history and pedagogy of mathematics | 44-48 | |
| John Abraham , Neil Bibby - Vol. 8 Num. 2 (1988) | ||
| Mathematics and society: ethnomathematics and a public educator curriculum | 2-11 | |
| Marcelo C. Borba - Vol. 10 Num. 1 (1990) | ||
| Ethnomathematics and education | 39-43 | |
| Claudia Zaslavsky - Vol. 14 Num. 2 (1994) | ||
| Africa counts and ethnomathematics | 2-8 | |
| Paulus Gerdes - Vol. 14 Num. 2 (1994) | ||
| Reflections on ethnomathematics | 19-22 | |
| Rik Pinxten - Vol. 14 Num. 2 (1994) | ||
| Ethnomathematics and its practice | 23-25 | |
| Victor J. Katz - Vol. 14 Num. 2 (1994) | ||
| Ethnomathematics in the classroom | 26-30 | |
| Marcia Ascher , Ubiratan D'Ambrosio - Vol. 14 Num. 2 (1994) | ||
| Ethnomathematics: a dialogue | 36-43 | |
| Ubiratan D'Ambrosio - Vol. 17 Num. 2 (1997) | ||
| Where does ethnomathematics stand nowadays? | 13-17 | |
| Bill Barton - Vol. 19 Num. 1 (1999) | ||
| Ethnomathematics: a political plaything | 32-35 | |
| Ana Dias - Vol. 19 Num. 3 (1999) | ||
| Ethnomathematics vs. epistemological hegemony | 23-26 | |
| Gelsa Knijnik - Vol. 22 Num. 1 (2002) | ||
| Ethnomathematics: culture and politics of knowledge in mathematics education | 11-14 | |
| Tod Shockey - Vol. 26 Num. 1 (2006) | ||
| Left-ventricle reduction through an ethnomathematics lens | 2-6 | |
| Bill Barton , Caroline Poisard , Maria Do Carmo Domited - Vol. 26 Num. 2 (2006) | ||
| An overview of the third international conference on ethnomathematics: cultural connections and mathematical manipulations | 21-24 | |
| Kai Horsthemke - Vol. 26 Num. 3 (2006) | ||
| Ethnomathematics and education: some thoughts | 15-19 | |
| Daniel Clark Orey , Milton Rosa - Vol. 27 Num. 1 (2007) | ||
| Cultural assertions and challenges towards pedagogical action of an Ethnomathematics program ABSTRACT | 10-16 | |
| Aishikin Adam , Willy Alangui , Bill Barton - Vol. 30 Num. 3 (2010) | ||
| Bright lights and questions: using mutual interrogation ABSTRACT | 10-16 | |
| Andrea Rohrer , Gert Schubring - Vol. 31 Num. 2 (2011) | ||
| Ethnomathematics in the 1930s - the contribution of Ewald Fettweis to the history of ethnomathematics ABSTRACT | 35-39 | |
| Steven Khan - Vol. 31 Num. 3 (2011) | ||
| Ethnomathematics as mythopoetic curriculum ABSTRACT | 14-18 | |
| Alexandre Pais - Vol. 33 Num. 3 (2013) | ||
| Ethnomathematics and the limits of culture ABSTRACT | 2-6 | |
| Pamela Rogers - Vol. 35 Num. 2 (2015) | ||
| Uncritical ethnomathematics: a dangerous pedagogical approach? | 25-26 | |
| Mulia Putra - Vol. 38 Num. 3 (2018) | ||
| How ethnomathematics can bridge informal and formal mathematics in mathematics learning process at school: a framework | 11-16 | |
| Milton Rosa , Daniel Clark Orey - Vol. 39 Num. 2 (2019) | ||
| Ethnomodelling as the art of translating mathematical practices ABSTRACT | 19-24 | |
| Kate C. O'Brien - Vol. 41 Num. 1 (2021) | ||
| Fibre artists and outsider algorithms: rethinking ethnomathematics through contemporary craft ABSTRACT | 8-13 | |
| Kathleen Nolan , Lisa Lunney Borden - Vol. 43 Num. 2 (2023) | ||
| It’s all a matter of perspective ABSTRACT | 8-14 | |
for the learning of mathematics
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