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dc.contributor.authorRosa, Milton-
dc.contributor.authorOrey, Daniel Clark-
dc.date.accessioned2017-04-10T14:36:33Z-
dc.date.available2017-04-10T14:36:33Z-
dc.date.issued2015-
dc.identifier.citationROSA, 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.pt_BR
dc.identifier.issn1863-9704-
dc.identifier.urihttp://www.repositorio.ufop.br/handle/123456789/7594-
dc.description.abstractIn 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.pt_BR
dc.language.isoen_USpt_BR
dc.rightsrestritopt_BR
dc.subjectNumeracypt_BR
dc.subjectModellingpt_BR
dc.titleA trivium curriculum for mathematics based on literacy, matheracy, and technoracy : an ethnomathematics perspective.pt_BR
dc.typeArtigo publicado em periodicopt_BR
dc.identifier.uri2https://link.springer.com/article/10.1007/s11858-015-0688-1pt_BR
dc.identifier.doihttps://doi.org/10.1007/s11858-015-0688-1-
Appears in Collections:DEGEP - Artigos publicados em periódicos

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