A Trivium Curriculum approach to connect an active learning and self-assessment of students’ mathematical competencies in an ethnomodelling perspective.

Abstract

An important change in mathematics instruction needs to take place in order to accommodate changes in student populations. There is a need for pedagogical action that enhances students’ knowledge and develops their mathematical competencies. The main goal of this theoretical article is to determine how self-assessment and active learning encourages the building of mathematical competencies by applying an ethnomodelling perspective. The integration of these pedagogies helps educators to meet specific student needs and to achieve desired learning outcomes that may help them to become active participants in the classroom. This context enables ethnomodelling to develop mathematical competencies by incorporating an active learning and self-assessment in its pedagogical action by integrating the trivium curriculum in the teaching and learning of mathematics.