A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective

Abstract

In an ethnomathematics-based program there exists the need for teachers to identify pedagogical actions in the form of teaching–learning practices. In this theoretical paper we outline a curriculum proposal based on D’Ambrosio’s Trivium, composed of literacy, matheracy, and technoracy. The Trivium supports the development of school activities based on a foundation of ethnomathematics and modelling. In this curriculum, literacy is the capacity students have to process information present in their daily lives; matheracy is the capacity students have to interpret and analyze signs and codes in order to propose models and to find solutions for problems faced daily; and technoracy is the capacity students have to both use and combine different instruments in order to help them to solve problems. Numeracy plays an important role in this curriculum.