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<p>The form of a <i>zigzag</i> is rarely the shortest distance between two points. Ethnomodelling is often a complex form of doing research and <i>zigzags</i> between those who do (insiders, emic) and those who observe (outsiders, etic). Eight mathematics teachers, two gold mine owners, and two gold mine guides, were participants of this study. It is important to value cultural and historical aspects of mathematics, in particular, mathematical practices related to knowledge of enslaved African people, which were used in the construction of gold mines in Vila Rica village (presently Ouro Preto), in the captaincy of Minas Gerais, in colonial Brazil. We visited two gold mines constructed in the 17th century. For data collection and analysis, and interpretation of the results, we used a methodological design adapted from Grounded Theory through the conduction of open and axial codings that enabled the identification of preliminary codes and two conceptual categories. Results showed that ethnomodelling enabled the development of dialogues between school mathematical knowledge and mathematical <i>knowing</i> and <i>doing</i> of the formerly enslaved African people. This mathematical knowledge helped us to develop pedagogical actions, which enabled participants to understand mathematical knowledge used by the enslaved African people in the construction of gold mines in Brazil.</p>

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The ZIGZAG: Contributions of African Mathematical Knowledge on Gold Mines to Develop a Pedagogical Action for Ethnomodelling Through the Elaboration of Ethnomodels

  • 期刊论文

  • 发表日期：

    2025年5月5日

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  • Daniel Clark Orey,
  • Milton Rosa,
  • João Batista Nunes da Silva

摘要

The form of a zigzag is rarely the shortest distance between two points. Ethnomodelling is often a complex form of doing research and zigzags between those who do (insiders, emic) and those who observe (outsiders, etic). Eight mathematics teachers, two gold mine owners, and two gold mine guides, were participants of this study. It is important to value cultural and historical aspects of mathematics, in particular, mathematical practices related to knowledge of enslaved African people, which were used in the construction of gold mines in Vila Rica village (presently Ouro Preto), in the captaincy of Minas Gerais, in colonial Brazil. We visited two gold mines constructed in the 17th century. For data collection and analysis, and interpretation of the results, we used a methodological design adapted from Grounded Theory through the conduction of open and axial codings that enabled the identification of preliminary codes and two conceptual categories. Results showed that ethnomodelling enabled the development of dialogues between school mathematical knowledge and mathematical knowing and doing of the formerly enslaved African people. This mathematical knowledge helped us to develop pedagogical actions, which enabled participants to understand mathematical knowledge used by the enslaved African people in the construction of gold mines in Brazil.