The role of a critical ethnomathematics curriculum in transforming and empowering learners

Nirmala Naresh

Resumen


Abstract

When thinking about mathematics, seldom does one think about culture, context, history, or diversity. Many teachers believe that there is no place for such constructs in their mathematics classrooms. As an ethnomathematician, my primary goal is to find meaningful ways to bring components of ethnomathematics into the mainstream mathematics curriculum and classrooms. In this paper, I describe key aspects of a mathematics curriculum that was designed to promote meaningful connections between ethnomathematics theory and practice and highlight how this curriculum might help address the key tenets of a critical ethnomathematics curriculum.

Resumen

Cuando se piensa en las matemáticas, rara vez se piensa en la cultura, el contexto, la historia, o la diversidad. Muchos profesores creen que no hay lugar para este tipo de construcciones en sus clases de matemáticas. Como etnomatemática, mi objetivo principal es encontrar maneras significativas para traer componentes de etnomatemáticas en el currículo general de matemáticas y en las aulas. En este artículo, describo aspectos claves de un plan de estudios de matemáticas que fueron diseñados para promover conexiones significativas entre la teoría y la práctica Etnomatemática y destacar cómo este plan de estudios podría tratar los componentes claves de un currículo crítico etnomatemático.


Palabras clave


Ethnomathematics; Teacher education; Critical ethnomathematics curriculum; culturally responsive mathematics education

Texto completo:

TEXTO COMPLETO (English)

Referencias


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Revista Latinoamericana de Etnomatemática: perspectivas socioculturales de la Educación Matemática
e-ISSN: 2011-5474
Departamento de Matemáticas y Estadística- Universidad de Nariño
San Juan de Pasto- Colombia
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