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Curriculum Implications of Using Ethnomathematics to Promote Student Learning in Ethiopia

dc.contributor.authorTesfamicael, Solomon Abedom
dc.contributor.authorNakken, Anne Hjønnevåg
dc.contributor.authorTumebo, Tirullo
dc.contributor.authorGray, Peter Barry
dc.date.accessioned2023-03-02T13:22:49Z
dc.date.available2023-03-02T13:22:49Z
dc.date.created2021-06-05T20:38:55Z
dc.date.issued2021
dc.identifier.citationJournal of Mathematics and Culture. 2021, 15 (3), 86-123.
dc.identifier.issn1558-5336
dc.identifier.urihttps://hdl.handle.net/11250/3055423
dc.language.isoeng
dc.titleCurriculum Implications of Using Ethnomathematics to Promote Student Learning in Ethiopia
dc.title.alternativeCurriculum Implications of Using Ethnomathematics to Promote Student Learning in Ethiopia
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.pagenumber86-123
dc.source.volume15
dc.source.journalJournal of Mathematics and Culture
dc.source.issue3
dc.identifier.cristin1913916
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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