Synergy between theoretical knowledge and associated practices for ethnomathematics and creative learning

Abstract

This article promotes a discussion of voices that guide the conceptual understanding of Ethnomathematics and Creative Learning theoretical constructs. Ethnomathematics seeks to understand mathematical knowledge/doing throughout history, contextualised in different interest groups, communities, peoples and nations, in agreement with the mathematical knowledge systematised by humanity to meet the need to count; Creative Learning is an educational approach that encourages the creation of more exploratory, investigative and playful learning experiences that encourage the development of creative thinking, curiosity and an inventive spirit in students. The study sought to answer the following question: based on the literature, what similarities can be seen between the Creative Learning and Ethnomathematics theoretical knowledge and practices? In order to discuss the synergy between the theoretical knowledge and practices associated with these approaches, a documentary study was carried out in view to referencing pedagogical practices in the Maths teaching in the primary school early years. The methodology was based on a Systematic Literature Review, to verify studies that favoured the two theoretical constructs of the approaches in question, related to teachers’ actions in the classroom, in order to ensuring and promoting teaching and learning. The main findings/foundations of both approaches were organised and the existing synergies were traced. The results show that both approaches can be used concurrently, favouring a more contextualised and meaningful teaching practice.