Ethnomathematics and Architecture: the historic buildings of UFRRJ as a resource for teaching Mathematics.
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| Title: | Ethnomathematics and Architecture: the historic buildings of UFRRJ as a resource for teaching Mathematics. |
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| Alternate Title: | Etnomatemáticas y Arquitectura: los edificios históricos de la UFRRJ como recurso para la enseñanza de las Matemáticas. Etnomatemática e Arquitetura: os prédios históricos da UFRRJ como recurso para o ensino de Matemática. |
| Authors: | Couto da Silva, Débora de Oliveira1 deboracouto396@gmail.com, Silva do Nascimento, Eulina Coutinho1 eulina@ufrrj.br |
| Source: | Educação Matemática Debate. May2026, Vol. 10 Issue 20, p1-19. 19p. |
| Subject Terms: | *Mathematics education, *Teaching methods, *Universities & colleges, *Cultural pluralism, Historic buildings, Mathematics, Geometric approach, Architectural design |
| Abstract (English): | This study investigated the presence of Ethnomathematics in the buildings of the Federal Rural University of Rio de Janeiro, seeking to understand how architectural elements reveal mathematical practices in cultural and historical contexts. The objective was to analyze how the observation and interpretation of buildings can support pedagogical practices that make mathematics teaching more sensitive to cultural diversity. The research combines a literature review, relating Ethnomathematics, Architecture, and the history of the institution, with visual and structural analysis, considering geometric aspects and constructive solutions. The results indicate that architecture transcends its functional and ornamental character, incorporating mathematical manifestations with cultural value, highlighting its potential as a teaching resource, bringing it closer to students' daily lives. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El estudio investigó la presencia de la etnomatemática en los edificios de la Universidad Federal Rural de Río de Janeiro, buscando comprender cómo los elementos arquitectónicos revelan prácticas matemáticas en contextos culturales e históricos. El objetivo fue analizar cómo la observación e interpretación de los edificios informan las prácticas pedagógicas que hacen que la enseñanza de las Matemáticas sea más sensible a la diversidad cultural. La investigación combina una revisión bibliográfica, vinculando la Etnomatemática, la Arquitectura y la historia de la institución, con un análisis visual y estructural, considerando aspectos geométricos y soluciones constructivas. Los resultados indican que la arquitectura trasciende su carácter funcional y ornamental, incorporando expresiones matemáticas con valor cultural, destacando su potencial como recurso didáctico y acercándola a la vida cotidiana de los estudiantes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O estudo investigou a presença da Etnomatemática nos prédios da Universidade Federal Rural do Rio de Janeiro, buscando compreender como elementos arquitetônicos revelam práticas matemáticas em contextos culturais e históricos. Objetivou-se analisar de que maneira a observação e a interpretação das construções podem subsidiar práticas pedagógicas que tornem o ensino da Matemática mais sensível à diversidade cultural. A pesquisa combina revisão bibliográfica, relacionando Etnomatemática, Arquitetura e história da instituição, com análise visual e estrutural, contemplando aspectos geométricos e soluções construtivas. Os resultados indicam que a arquitetura transcende o caráter funcional e ornamental, incorporando manifestações matemáticas com valor cultural, destacando seu potencial como recurso didático, aproximando-o do cotidiano dos estudantes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study investigated the presence of Ethnomathematics in the buildings of the Federal Rural University of Rio de Janeiro, seeking to understand how architectural elements reveal mathematical practices in cultural and historical contexts. The objective was to analyze how the observation and interpretation of buildings can support pedagogical practices that make mathematics teaching more sensitive to cultural diversity. The research combines a literature review, relating Ethnomathematics, Architecture, and the history of the institution, with visual and structural analysis, considering geometric aspects and constructive solutions. The results indicate that architecture transcends its functional and ornamental character, incorporating mathematical manifestations with cultural value, highlighting its potential as a teaching resource, bringing it closer to students' daily lives. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25266136 |
| DOI: | 10.46551/emd.v10n20a08 |
