Please use this identifier to cite or link to this item:
Title: Culturally relevant pedagogy a an ethnomathematical approach.
Authors: Rosa, Milton
Orey, Daniel Clark
Keywords: Ethnomathematics
Ethnomathematics curriculum
Culturally relevant curriculum
Cultural aspects of mathematics
Issue Date: 2013
Citation: ROSA, M.; OREY, D. C. Culturally relevant pedagogy a an ethnomathematical approach. Journal of Mathematics and Culture, v. 7, n. 1, p. 74-97, 2013. Disponível em: <>. Acesso em: 01 fev. 2017.
Abstract: The implementation of a culturally relevant pedagogy in the mathematics curriculum helps to develop students’ intellectual, social, emotional, and political learning by using their own cultural referents to impart their previous knowledge, skills, and attitudes. A culturally relevant pedagogy provides ways for students to maintain their identity while succeeding academically. In this context, there is a need to examine the embeddedness of mathematics in culture by drawing from an ethnomathematical perspective that takes on the cultural nature of knowledge production into the mathematics curriculum. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make school mathematics relevant and meaningful as well to promote the overall quality of students’ educational experience.
ISSN: 1558-5336
Appears in Collections:DEGEP - Artigos publicados em periódicos

Files in This Item:
File Description SizeFormat 
  Until 2030-02-01
193,9 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.