A trivium curriculum for mathematics based on literacy, matheracy, and technoracy : an ethnomathematics perspective.

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MetadadosDescriçãoIdioma
Autor(es): dc.creatorRosa, Milton-
Autor(es): dc.creatorOrey, Daniel Clark-
Data de aceite: dc.date.accessioned2019-11-12T12:48:23Z-
Data de disponibilização: dc.date.available2019-11-12T12:48:23Z-
Data de envio: dc.date.issued2017-04-10-
Data de envio: dc.date.issued2017-04-10-
Data de envio: dc.date.issued2015-
Fonte completa do material: dc.identifierhttp://www.repositorio.ufop.br/handle/123456789/7594-
Fonte completa do material: dc.identifierhttps://link.springer.com/article/10.1007/s11858-015-0688-1-
Fonte completa do material: dc.identifierhttps://doi.org/10.1007/s11858-015-0688-1-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/capes/559699-
Descrição: dc.descriptionIn 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.-
Idioma: dc.languageen-
Direitos: dc.rightsrestrito-
Palavras-chave: dc.subjectNumeracy-
Palavras-chave: dc.subjectModelling-
Título: dc.titleA trivium curriculum for mathematics based on literacy, matheracy, and technoracy : an ethnomathematics perspective.-
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