TEACHING MATHEMATICS IN A MULTICULTURAL CONTEXT TOWARDS AN INTERCULTURAL CURRICULUM
DOI:
https://doi.org/10.22383/ri.v15i2.43Keywords:
mathematics education, migrant education, multiculturalismAbstract
Objective: to strengthen the mathematical knowledge and its logical reasoning from intercultural perspectives on mathematics learning in students coming from different nations who take the Education development test. Methodology: a mixed approach with qualitative predominance as part of Action Research was applied. The studied population is made up of 24 Latin American immigrant students. The tools used to collect the information included interviews, a diagnostic test and a posttest. Findings: there is evidence of a negative effect in the usage of the mathematical language in some cultures and a lack of a contextualization of the mathematics in real life situations. Conclusions: the intercultural curriculum promotes a reciprocal connection between knowledge and different cultures.
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