Ethnomodelling Research: Glocalizing Educational Systems from Exclusion to Inclusion at Local and Global Levels

Ethnomodelling addresses a holistic view of mathematical knowledge by connecting cultural (local/emic) and academic (global/etic) features of mathematics. Thus, the use of emic (local) and etic (global) approaches enables the translation and sharing of problems, situations, and phenomena observed in daily life, developed by members from distinct cultural groups. The emic approach is essential to the intuitive understanding of mathematical ideas, procedures, and techniques developed and adopted by members of these groups, whereas the etic one is important for comparing these practices to each other. However, the dialogic (glocal) approach brings together the local and global approaches because it seeks a broad, wide, and holistic understanding of the mathematical knowledge developed by diverse cultures throughout history. This chapter discusses the emic, etic, and dialogic approaches necessary for the development of ethnomodelling research in glocalizing educational systems.