Abstract
Abstract An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.
Highlights
An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices
The trivium curriculum supports programs that can enable our students to both meet academic needs and improve their mathematical competencies, abilities, and skills (D’AMBROSIO, 1999). This curriculum develops an important and innovative approach regarding the possibilities of implementing pedagogical action in schools by helping students demonstrate effective mathematics processes as they reason, solve problems, communicate ideas, and choose appropriate mathematical representations that allow them to synthesize procedures and practices developed in their own sociocultural contexts (ROSA; OREY, 2015)
The trivium curriculum helps students to recognize connections between mathematical concepts and STEM disciplines by providing communicative, analytical, material, and technological instruments that originate in their own contexts, cultures, and ways of learning in the educational process
Summary
An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices.
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