The Potentials of Embodied and Ethnomathematical Perspectives for Caribbean Mathematics Education

Steven Khan


In this paper, I explore the potential value of adopting embodied and ethnomathematical perspectives in the specific context of mathematical education in Trinidad and Tobago. I suggest 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 provide a simple example of one area where such an investigation might potentially begin.


Mathematics Education; Embodied Mathematics; Ethnomathematics; Curriculum Development; Secondary School Curriculum; Trinidad and Tobago

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