HIGHLIGHTS
SUMMARY
Using this as a starting point, the authors will travel to Africa to learn about the paintings of the Ndebele people`s houses and their ethical, aesthetic, and political potential for Mathematics Education through a review of ethnographic investigations. The authors discuss learning about the practice of painting Ndebele houses articulated to the concept of cruelty (Artaud, 2006) to produce affectations about African history in MathematicS classes. In fact, the authors move from cognitivism to seek possibilities in experimentation to consider how MathematicS classes can coexist with Ndebele History and Culture, mediated by the . . .
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