An ethnomathematical perspective of STEM education in a glocalized world
Tipo de documento
Autores
Lista de autores
Rosa, Milton y Orey, Daniel Clark
Resumen
An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the trivium curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Currículo | Desde disciplinas académicas | Etnomatemática | Resolución de problemas
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
35
Número
70
Rango páginas (artículo)
840-876
ISSN
19804415
Referencias
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