Culturally relevant pedagogy a an ethnomathematical approach.

• Autor(a) principal: Rosa, Milton
• Data de Publicação: 2013
• Outros Autores: Orey, Daniel Clark
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UFOP
• Texto Completo: http://www.repositorio.ufop.br/handle/123456789/7206; http://nasgem.rpi.edu/files/30327
• topic: Ethnomathematics; Ethnomathematics curriculum; Culturally relevant curriculum; Cultural aspects of mathematics

The implementation of a culturally relevant pedagogy in the mathematics curriculum helps to develop students’ intellectual, social, emotional, and political learning by using their own cultural referents to impart their previous knowledge, skills, and attitudes. A culturally relevant pedagogy provides ways for students to maintain their identity while succeeding academically. In this context, there is a need to examine the embeddedness of mathematics in culture by drawing from an ethnomathematical perspective that takes on the cultural nature of knowledge production into the mathematics curriculum. Ethnomathematics and culturally relevant pedagogy-based approaches to mathematics curriculum are intended to make school mathematics relevant and meaningful as well to promote the overall quality of students’ educational experience.