Ubiratan D’Ambrosio and Mathematics Education

Marcelo C. Borba is a Professor of the Graduate Program in Mathematics Education and of the Mathematics Department of São Paulo State University (UNESP) at Rio Claro, Brazil, where he chairs the research group GPIMEM. Marcelo researches the use of digital technology in mathematics education, online distance education, modeling as a pedagogical approach, critical mathematics education and qualitative research methodology. He is an Associate Editor of ZDM, the International Journal of Mathematics Education. He has presented lectures as an international guest in 14 countries around the world. He has served in many scientific committees in Brazil and abroad. Marcelo has published several books, book chapters, and refereed papers in journals in Portuguese, Spanish and English. He is the editor of a collection of books in Brazil, which has been published over the last 12 years and includes 33 books to date. He is currently leading a project of CAPES-PrInt that promotes internationalization of research in Brazil, with researchers from Australia, Austria, Canada, England, South Africa, and U.S.A. He also wrote the first thesis on ethnomathematics with the help of Ubiratan D'Ambrosio. 

Daniel Clark Orey, Ph.D. is Professor Emeritus of Mathematics and Multicultural Education at California State University, Sacramento. He has taught and lived in Oregon, Brazil, Guatemala, México, Nepal and the United States. He is a Fulbright Senior specialist with experiences at the Pontifícia Universidade Católica de Campinas in Brazil (1998) and at Kathmandu University in Nepal (2007). He is currently a professor of mathematics education in the Departamento de Educação Matemática and serves in the Academic Master's Program in Mathematics Education at the Universidade Federal de Ouro Preto, Brazil.

Past and future: Ubi's way of seeing education in the present.- Part I. Roots of ethnomathematics.- The presence of professor Ubiratan D'Ambrosio in the project of the graduation.- Ubiratan D'Ambrosio and the formation of researchers in (mathematics) education.- D'Ambrosio's legacy in teacher ethnopedagogical space for glocalization.- ISGEm, NASGEm: Two elements of the D'Ambrosio intellectual legacy.- Ubiratan D'Ambrosio as historian of mathematics and science.- The APUA - Ubiratan D'Ambrosio personal archive and the research on the production of new knowledge: History of mathematics, ethnomathematics and mathematics education.- Ubiratan D'Ambrosio and his contribution to the history of science and mathematics.- Remembering Ubiratan D'Ambrosio.- Part II. Ethnomathematics in Action.- Ethnomathematics has worked, and VEm Brasil is proof of that.- Influences and contributions of Ubiratan D'Ambrosio in the development of ethnomodelling as a research concept related to ethnomathematics and modelling.- The importance of Ubiratan D'Ambrosio in Latin America.- Ethnomathematics and complexity: A study of the process of elaboration of a Peruvian Andean textile.- Part III. Trends in ethnomathematics.- The political dimension of Ubi D'Ambrosio's ethnomathematics.- Voyaging beyond the horizon: An ethnomathematics legacy in Hawai'i and the Pacific.- Ethnomathematics in Nepal: Research and future prospects.- Ubiratan D'Ambrosio: Alchemist of the mathematics universe.- Ethno-biomathematics: A decolonial approach to mathematics at the intersection of human and nonhuman design.- Ubiratan D'Ambrosio, curriculum, and humanistic mathematics: A journey of contrasts from the modernist rails to the postmodernist awareness.- Final summary