A trivium curriculum for mathematics based on literacy, matheracy, and technoracy : an ethnomathematics perspective.
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2015
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Resumo
In an ethnomathematics-based program there
exists the need for teachers to identify pedagogical actions
in the form of teaching–learning practices. In this theoretical
paper we outline a curriculum proposal based on
D’Ambrosio’s Trivium, composed of literacy, matheracy,
and technoracy. The Trivium supports the development
of school activities based on a foundation of ethnomathematics
and modelling. In this curriculum, literacy is the
capacity students have to process information present in
their daily lives; matheracy is the capacity students have to
interpret and analyze signs and codes in order to propose
models and to find solutions for problems faced daily; and
technoracy is the capacity students have to both use and
combine different instruments in order to help them to
solve problems. Numeracy plays an important role in this
curriculum.
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Numeracy, Modelling
Citação
ROSA, M.; OREY, D. C. A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective. ZDM, Berlin, v. 47, p. 587-598, 2015. Disponível em: <https://link.springer.com/article/10.1007/s11858-015-0688-1>. Acesso em: 10 abr. 2017.