Mathematical Modelling Programs in Latin America

 PART I.- Introduction.- Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics.- PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions.- Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education.-  Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project.- Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor.- Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge.- Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins.- Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach.- PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions.- Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning.- Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making.- Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more.- Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects.- PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions.- Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios.-

Dr. Milton Rosa earned a Masters' degree in 2001 and a Doctorate degree in 2010 both in Education from California State University in Sacramento. He also earned a post-doctorate degree in Education from Universidade de São Paulo and his studies focuses on ethnomodelling research, which is the connection between ethnomathematics and mathematical modelling. He has published papers and articles in national and international journals, chapter books, and books in Portuguese, Spanish, and English. He joined conferences and symposia in international and national levels with contributions of plenaries, round tables, communications, and posters. He also has supervised numerous master theses in the area of Mathematics Education. In 2010, Dr. Rosa was awarded the Dr. Carlos J. Vallejo Memorial Award, in the area of Multicultural and Multiethnic Education (MME), in the Special Interest Group (SIG) in the American Education Research Association (AERA) for his contributions in the area of cultural diversity in Mathematics Education.



Dr. Francisco Cordero, PhD, is a Senior Researcher in the Department of Educational Mathematics of the Center for Research and Advanced Studies (CINVESTAV) and Coordinator of the Higher Education Area. He earned his PhD in Mathematics Education at CINVESTAV and postdoc at Purdue University, Indiana, United States. Dr Cordero's research topics are the socio-epistemology theory of educational mathematics, categories of the use of mathematical knowledge of people, mathematical modelling and transversality of knowledge, training and professionalization of the teacher in mathematics and the socialization of the science. He is a member of the National System of Researchers (SNI), the Mexican Academy of Sciences (AMC) and the Latin American Committee for Educational Mathematics (Clame). He has trained researchers for several generations: he has supervised a little more than 62 master's theses and 22 doctoral theses. He has published a