A Trivium Curriculum for Mathematics Based on Literacy, Matheracy, and Technoracy: An Ethnomathematics Perspective

Autor/inn/en	Rosa, Milton; Orey, Daniel Clark
Titel	A Trivium Curriculum for Mathematics Based on Literacy, Matheracy, and Technoracy: An Ethnomathematics Perspective
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 4, S.587-598 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0688-1
Schlagwörter	Numeracy; Mathematics Instruction; Mathematics Curriculum; Curriculum Development; Ethnography; Problem Solving; Educational Practices; Mathematics Activities + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethnografie; Problemlösen; Bildungspraxis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01