Abstract
The paper develops some proposals for curriculum development in mathematics based on an analysis of the intercultural transmission of mathematical knowledge. By introducing a concept of culture which calls for an analysis of individual and social behaviours, we are lead to recognize ‘ethnomathematics’ as a form of structured knowledge and to recognize ‘matheracy’ as a characteristic behaviour of human beings. Upon these two concepts, we introduce a theoretical framework for curriculum development in mathematics. Curricular space is conceptualized as a three‐dimensional space with components, contents, methods and objectives considered solidarily. This relies upon an epistemology of action, based on an integration of episteme, techne and praxis. This allows for an approach in which theory and practice are in a dialectical relationship. Special reference is made to the problems of mathematical education for culturally differentiated groups, and in particular to the situation in third‐world countries.
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