Please use this identifier to cite or link to this item: http://www.repositorio.ufop.br/handle/123456789/7206
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dc.contributor.authorRosa, Milton-
dc.contributor.authorOrey, Daniel Clark-
dc.date.accessioned2017-02-01T15:30:28Z-
dc.date.available2017-02-01T15:30:28Z-
dc.date.issued2013-
dc.identifier.citationROSA, 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: <http://nasgem.rpi.edu/files/30327>. Acesso em: 01 fev. 2017.pt_BR
dc.identifier.issn1558-5336-
dc.identifier.urihttp://www.repositorio.ufop.br/handle/123456789/7206-
dc.description.abstractThe 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.pt_BR
dc.language.isoen_USpt_BR
dc.rightsabertopt_BR
dc.subjectEthnomathematicspt_BR
dc.subjectEthnomathematics curriculumpt_BR
dc.subjectCulturally relevant curriculumpt_BR
dc.subjectCultural aspects of mathematicspt_BR
dc.titleCulturally relevant pedagogy a an ethnomathematical approach.pt_BR
dc.typeArtigo publicado em periodicopt_BR
dc.identifier.uri2http://nasgem.rpi.edu/files/30327pt_BR
Appears in Collections:DEGEP - Artigos publicados em periódicos

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