The potentials of embodied and ethnomathematical perspectives for Caribbean mathematics education

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dc.contributor.authorKhan, Steven
dc.date.accessioned2010-04-14T20:06:36Z
dc.date.available2010-04-14T20:06:36Z
dc.date.issued2008
dc.description.abstractThis paper explores the potential value of adopting embodied and ethnomathematical perspectives in the specific context of mathematical education in Trinidad and Tobago. It is suggested that ideas representing overlaps among the domains of embodied cognition and ethnomathematics are manifested in the reform-oriented mathematics curriculum documents of the Trinidad and Tobago Secondary Education Modernization Programme (SEMP), and a simple example is provided of one area where such an investigation might potentially beginen
dc.identifier.citationKhan, S. (2008). The potentials of embodied and ethnomathematical perspectives for Caribbean mathematics education. Caribbean Curriculum, 15, 133-154en
dc.identifier.issn1017-5636
dc.identifier.urihttps://hdl.handle.net/2139/6590
dc.language.isoenen
dc.publisherSchool of Education, UWI, St. Augustineen
dc.subjectMathematics educationen
dc.subjectEmbodied mathematicsen
dc.subjectEthnomathematicsen
dc.subjectCurriculum developmenten
dc.subjectSecondary school curriculumen
dc.subjectTrinidad and Tobagoen
dc.titleThe potentials of embodied and ethnomathematical perspectives for Caribbean mathematics educationen
dc.typeArticleen

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