Universidad Nacional de San Antonio Abad del Cusco. Avenida De la Cultura, No. 733, Cusco – Perú. Paraninfo en la Plaza de Armas del Cusco - Cusco - Cusco - Peru | Perú - Piruw
DECOLONIZATION AND ETHNOMATHEMATICS
August 2–7, 2026
INTRODUCTION
A new academic field is recognized as established when it has considerable research output and publications, an organized community, a journal and regular courses, seminars, conferences and congresses. Scientific production in Ethnomathematics as a field of research in the history and philosophy of mathematics, as well as its pedagogical implications, has been steadily increasing.
The research program in Ethnomathematics was pioneered by Ubiratan D'Ambrosio, from Brazil, considered by many to be the intellectual father of Ethnomathematics, who defined and popularized the term as "the set of ways, styles, arts and techniques (technés or tâtés) of mathematics", arts and techniques (technés or tâtés) for explaining, learning, knowing, dealing with (mathematics) the natural, social, cultural and imaginary environments (ethnos) of a culture, in other words, Ethnomathematics are the techniques of mathematics in a given ethnos" (D'Ambrosio, 2014, p. 103). 103 ). Later, in 1985, the International Study Group on Ethnomathematics - ISGEm (https://isgem.wordpress.com/) was formed, which promoted the study of the sociocultural context of mathematics in its teaching and learning and promoted Ethnomathematics at an international level.
Since 1998, seven international conferences on ethnomathematics have been held on five continents. As for the impact of Ethnomathematics, currently, if we search for the term Ethnomathematics on Google Scholar, we will see that there are more than 16,200 results, and if we search with the term Ethnomathematics, the result will be more than 25,200 publications, which demonstrates the high scientific production on Ethnomathematics. The aspects mentioned above support the need to promote the study of Ethnomathematics as a line of research in Mathematics Education in different geographical areas.
In this context, the International Study Group on Ethnomathematics and the Faculty of Chemical, Physical and Mathematical Sciences of the National University of San Antonio Abad del Cusco have decided to promote the 8th International Conference on Ethnomathematics, an event that will be held from August 2 to 7, 2026 in the city of Cusco, Peru.
General
Promote the dissemination, study and generation of research projects in Ethnomathematics by mathematicians and mathematical educators attending the event, for the integration of the cultural knowledge of indigenous peoples and other minority groups, in the theory and practice of mathematics, as well as in its teaching, as part of the process of epistemological decolonization.
Specific
• To encourage the production of research projects in Ethnomathematics by teachers and students from the different universities attending the event.
• Create national and international collaboration networks for the development of joint research work with representatives of the institutions participating in the congress.
• To foster spaces for contact between academics from participating institutions to discuss topics on Ethnomathematics.
• To offer undergraduate and graduate students in Mathematics and Mathematics Education the possibility of interacting with international researchers in Ethnomathematics.
• To promote academic production and scientific publications in the field of Ethnomathematics.
• Create a link of scientific cooperation between participating researchers.
• To present innovative experiences for the teaching and learning of mathematics.
• Socialize teaching and learning practices of mathematics based on the sociocultural approach.
• To disseminate the contributions of the specific didactics of Ethnomathematics and to share ways of mediating the learning of mathematics using various techniques and strategies.
• Broaden the Ethnomathematical perspective to respond to current problems/questions.
Decolonization and
indigenous mathematics:
How can Ethnomathematics contribute to the decolonization of science?
How does Ethnomathematics make it possible to overcome epistemological obstacles that prevent
mathematical learning achievements in basic and higher education? ¿What
differences exist between the philosophical paradigm that sustains the culture
in contrast to the philosophical paradigms that are found in the Western
at the base of the worldviews of the native peoples? How does Ethnomathematics
can contribute to grounding the cultural diversity that exists in the way
how peoples have built their knowledge through the history of the
humanity and in various geographical spaces, that is, to establish the validity of the
of the epistemologies of the south (Santos, 2017) as part of a process of
epistemological decolonization (Dussel, 2025)? Taking into account the
social and political dimensions of Ethnomathematics, what would be the
conditions that would allow an epistemological dialogue between the various
Western and non-Western knowledge systems, in such a way that it respects
the self-determination and sovereignty of peoples?
Revaluation and retrieval of knowledge from non-Western cultures: What processes can be developed to recover and to revalue the mathematical knowledge of non- occidental? fosters the transformation of national education systems by providing them with relevance for all students due to the integration of knowledge Cultural? How can Ethnomathematics contribute to the development of educative transit from a exclusive character to an inclusive one? Why Ethnomathematics is important in the reaffirmation of the original cultures?
Ethnomathematics and
social justice:
What role does Ethnomathematics play in the achievement of social justice and
epistemic (Santos, 2017) indispensable for the construction of a culture of
respect, peace and dignity that accepts the socio-cultural diversity of peoples,
as well as the understanding of cultural differences through dialogue, respect
and tolerance?
Ethnomathematics and
teacher training:
What achievements have been achieved with Ethnomathematics in teacher training?
initial and continuous? What is the importance of Ethnomathematics in the development of
teaching professional? What are the difficulties that have arisen with Ethnomathematics?
in initial and continuing teacher training? What disciplines [or bodies of
knowledge] must be considered, from the holistic perspective of Ethnomathematics,
in teacher training at different levels and teaching modalities
(basic, superior, special, bilingual, etc.)?
Ethnomathematics and Education
Critical Mathematics:
from the political dimension, how can Ethnomathematics be articulated with Education?
Critical Mathematics to analyze social, cultural and political aspects
related to the origins of inequality, inequity and exclusion?
Ethnomathematics and ethics
diversity:
How does Ethnomathematics contribute to the mathematical practice of groups?
marginalized and minority socio-cultural groups, determined by the
social, occupational, cultural, generational, geographical (rural or
urban), functional (disabilities such as blindness, muteness, deafness, etc.),
gender, sexual and neurological (ADHD, autism, etc.)? How does Ethnomathematics facilitate
access to diverse bodies of knowledge, since each type of diversity
brings unique perspectives and contributes to the cultural enrichment of the
society?
Ethnomathematics and Sociocultural Modeling: How Ethnomathematics
highlights the original way of mathematizing the cultural practices that
does each human group have to solve the problems of daily life?
What are the advances that have been obtained in ethnomodeling, as a result of
of the process of cultural mathematization and what reality represents for
study it, predict it and transcend its behavior?
Ethnomathematics
and the Linguistic Dimension. How does Ethnomathematics contribute to the
research on linguistic terms that mean notions,
mathematical properties and objects in each of the languages?
Ethnomathematics
and the Socio-Ecological Dimension. What is the contribution of Ethnomathematics in the
research on related social, political and ecological problems
with climate change, health crises and their impact on poverty, the
inequality, discrimination and marginalization? How do the results
of this socio-ecological research, of an interdisciplinary nature, can be
contribute to improving mathematics education?
HEADQUARTERS
DEL ICEm 8
University
National of San Antonio Abad of Cusco.
Address:
Avenida De la Cultura, No. 733, Cusco – Peru.
Paraninfo in the Plaza de Armas of Cusco
Researchers in Ethnomathematics, Mathematicians, officials of the Ministry of Education, teachers of Education Primary and Secondary Education Mathematics teachers, Bilingual Intercultural Education, Mathematics students and students in teacher training at the primary and secondary levels, interested public.
Teachers and students of the San Antonio Abad National University of Cusco will enjoy free admission to the ICEm
Plenary or parallel lectures, presentations of
prestigious expert researchers invited on a specific topic throughout the
long of one hour.
Round tables, debate dynamics that
convene a group of participants to present and develop their views
and points of view on a certain subject related to the areas of interest
in Ethnomathematics.
Oral communications, can account for
results of research or applied learning experiences
in a classroom or on the dissemination of the knowledge of the native peoples. The
The exhibition lasts twenty minutes.
Workshops, planned process and
structured learning, which involves participants contributing
actively and has a specific purpose. It lasts an hour and a half.
Posters, that may be submitted
on paper or other material. Posters may not be proposed by people
who carry out oral communications or workshops.
Exposure of materials. The UNSAAC will provide a space for you to can exhibit books and materials related to Ethnomathematics, Mathematics and Mathematics Education.
More information, such as dates and
guidelines for the preparation of contributions (oral presentations,
workshops, posters), will be provided later on the website. These
proposals will be reviewed and participants will be notified if their contribution
will be incorporated into the program.
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Jason
Johnson. Emirates
College for Advanced Education - United Arab Emirates
Submission of proposals ...................................March 31, 2026.
Return of evaluated proposals............................ April 30, 2026.
Submission of applications for Ubiratan D''Ambrosio ...... scholarships May 15, 2026.
Notification of Ubiratan D''Ambrosio ........ Scholarship Applications May 31, 2026.
Over 27 years, the following Ethnomathematics conferences have been held:
- First International Congress of Ethnomathematics. Granada, Spain - 1998
https://www.ugr.es/~oliveras/ICEM1ES.html
- Second International Conference on Ethnomathematics. Ouro Preto, Brazil - 2002
https://www.scirp.org/reference/referencespapers?referenceid=2927045
- Third International Conference on Ethnomathematics (ICEm-3). Auckland, New Zealand - 2006
https://www.math.auckland.ac.nz/Events/2006/ICEM-3/1.Keynote/D%27Ambrosio-plenary-prez..ppt
- Fourth International Conference on Ethnomathematics. Towson, Maryland, USA - 2010
https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2016/05/dambrosio-final-paper-icem4.pdf
- 5th International Congress on Ethnomathematics. Maputo, Mozambique - 2014
https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2016/05/icem5-vol-81-2014-proceedings.pdf
- 6th International Conference on Ethnomathematics. Medellín, Colombia - 2018
https://www.etnomatematica.org/home/wp-content/uploads/2017/12/ICEm6_EN.pdf
- 7th International Conference on Ethnomathematics. Papua New Guinea, Philippines, Nepal and Indonesia - 2022
https://www.researchgate.net/publication/378902702_Proceedings_of_the_7th_International_Conference_on_Ethnomathematics_-_ICEm7_2022_online
Bonilla-Tumialan, M. C. (2023). Ethnomathematics and Complexity: a study of the process of elaboration of a Peruvian Andean textile. In M. C. Borba & D. C. Orey (Eds.). Ubiratan D''''Ambrosio and Mathematics Education: Trajectory, Legacy and Future (Advances in Mathematics Education), pp. 179-200. Springer. https://link.springer.com/book/9783031312922
D''''Ambrosio, U. (2014). The conceptual bases of the Ethnomathematics Program. Magazine Latin American Ethnomathematics, 7(2), 100-107.
Dussel, E. (2025). Towards a theory of Modernity/Coloniality. Epistemological decolonization. Editorial Akal.
