Abstract
Our ethnomathematical curriculum perspective helps students to demonstrate effective mathematical processes as they reason, solve problems, communicate mathematical ideas, chose appropriate representations through the development of mathematical practices, as well as recognize connections between mathematical concepts and the STEM disciplines. Our proposal is based on the trivium curriculum for mathematics by Ubiratan D’Ambrosio and provides communicative, analytical, and technological instruments necessary for a twenty-first-century reality. STEM education for a Junior Secondary school mathematics curriculum in Brazil proposes pedagogical action that deals with problem-solving, modeling, critical judgment, and making sense of mathematical and non-mathematical contexts, which involve distinct ways of thinking, reasoning, and knowing mathematics in practical contexts. This ethnomathematical perspective proposes a transformative pedagogy exposing its power to transform learners into critical and reflective citizens of change within the society.
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