Formación de Profesores de Matemáticas desde la Etnomatemática: estado de desarrollo

Blanco-Álvarez, Hilbert; Fernández-Oliveras, Alicia

doi:10.1590/1980-4415v31n58a02

Cited by 6 publications

(3 citation statements)

References 18 publications

(15 reference statements)

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“…Gavarrete and Albanese (2015) explored ethnomathematics and cultural signs in teacher education, expressing the importance of the connections between culture and the mathematics taught in the classroom. Blanco-Álvarez et al (2017) proposed a structured model to analyse the sociocultural aspects used by the mathematics teacher, emphasising the characteristics of initial and continuing education courses from an ethnomathematical perspective. However, Mania and Alam (2021) found little evidence of investigations about teachers and mastery of the ethnomathematical approach, which motivates further research on what mathematics people use in daily life and how tasks can be designed so that students at different educational levels and pre-service and in-service teachers can understand mathematical issues.…”

Section: Discussionmentioning

confidence: 99%

“…Gavarrete and Albanese (2015) explored ethnomathematics and cultural signs in teacher education, stating that "working with ethnomathematics promotes the teacher's creativity for the development of a mathematics curriculum in connection with the sociocultural environment" (p. 299). Blanco-Álvarez et al (2017) proposed a structured model to analyse the sociocultural aspects used by the mathematics teacher, emphasising: What features should the school curriculum have based on an ethnomathematical perspective? What should be the didactic-mathematical knowledge of the teacher in order to observe this curriculum?…”

Section: Introductionmentioning

confidence: 99%

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Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Rodríguez-Nieto¹,

Escobar-Ramírez²,

Moll³

et al. 2023

Acta Sci.

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Background: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connections were analysed in a teacher's mathematical activity when posing and solving mathematical problems. Design: The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants: An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis: Semi-structured interviews were conducted in the workshop, and the data were analysed based on the connections; the workshop was initially designed considering previous literature on the issue, and the researchers were familiarised with the teacher. Results: For the analysis of the mathematics used by the teacher in the classroom, we considered his sociocultural context, where he set problems about the area and perimeter of lots of land and enclosures. Then, the researchers presented the ethnomathematical connections that emerged in the elaboration and commercialisation of the pigeon peas sancocho, which was the basis for the teacher to pose and solve problems involving conversions between units of measurement, volume of the totumas (ellipsoid), etc. Simultaneously, mathematical connections of different representations, procedural, meaning, and modelling were identified. Finally, the researchers gave feedback by assessing the Conexões etnomatemáticas e matemáticas ativadas por um professor na criação e resolução de problemas matemáticos RESUMOContexto: As conexões são consideradas importantes para a compreensão dos conceitos, mas foram evidenciadas dificuldades em conectar representações, significados de conceitos e criar problemas matemáticos contextualizados por professores e alunos. Objetivo: portanto, foram analisadas as conexões etnomatemáticas e matemáticas na atividade matemática de um professor ao criar e resolver problemas matemáticos. Desenho: A metodologia foi qualitativa-etnográfica desenvolvida no contexto de uma oficina desenvolvida em etapas. Contexto e participantes: foi selecionada uma professora indígena Mokaná do Sibarco. Coleta e análise dos dados: Na oficina foram realizadas entrevistas semiestruturadas e os dados analisados a partir das conexões, onde a oficina foi inicialmente concebida considerando a literatura anterior e os pesquisadores foram familiarizados com a professora. Resultados: a matemática utilizada pelo professor em sala de aula é relatada considerando seu contexto sociocultural, onde ele levantou problemas de área e perímetro de terrenos e cercas. Em seguida, os pesquisadores apresentaram as conexões etnomatemáticas que surgem na elaboração e comercialização do sancocho de guandu, que serviu de base para o professor criar e resolver problemas que envolviam conversões entre unidades de medida, volume dos totumas (elipsóide), etc. Simultaneamente, foram identificadas conexões matemá...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Rodríguez-Nieto¹,

Escobar-Ramírez²,

Moll³

et al. 2023

Acta Sci.

View full text Add to dashboard Cite

show abstract

“…Solo se sabe de manera genérica que existen estudios sobre las bondades didácticas de la yupana en la matemática en Perú, Ecuador y Bolivia (Montalvo-Castro, 2014), y una aproximación sobre los soportes documentales e idiomas más utilizados para publicar investigaciones sobre el khipu, yupana y tocapu (Urbizagástegui, 2014). Por tanto, el objetivo del presente es analizar las investigaciones realizadas sobre la aplicación de la yupana en el aprendizaje de la matemática en América Latina, para coadyuvar a la formación de profesores etnomatemáticos (Blanco-Álvarez et al, 2017), delinear campos aún no explorados y, reorientar sus aplicaciones y futuras investigaciones.…”

Section: Ene-mar 2023unclassified

Yupana o ábaco inca, a 100 años (1912-2022): experiencias y posibilidades de educación matemática en América Latina

Apaza¹,

Mamani-Apaza²,

Vilcanqui³

et al. 2023

Comuni@cción

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Desde el hallazgo de El Primer Nueva Corónica y Buen Gobierno de Guamán Poma en 1908 y la publicación de la yupana en 1912, esta herramienta de cálculo ha sido motivo de estudios acerca de su funcionamiento, a partir de los cuales se han desarrollado experiencias de aplicación en educación matemática. En ese marco, el artículo tiene por objetivo analizar los avances en cuanto a investigaciones y propuestas desarrolladas sobre la yupana en el campo de la educación matemática, con el propósito de visibilizar nuevas posibilidades de aplicación e investigación. La técnica empleada es la revisión documental de informes, tesis y artículos científicos producidos en Latinoamérica. Los resultados muestran que es harto estudiado los efectos de la yupana en el aprendizaje de las operaciones básicas; sin embargo, la yupana tiene múltiples potencialidades, aún desconocidas, que deben ser estudiadas, como su eficacia en el aprendizaje de números decimales, fraccionarios, radicales, enteros, matrices, logaritmos y vectores, más aun habiéndose desarrollado modelos digitales. Se sugiere implementar e investigar el uso de la yupana con el método Radicati a fin de favorecer el desarrollo del pensamiento formal.

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Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Culture of Ecuador Trough Ethnomodelling with a Sociocultural Approach

Cadena

Llumiquinga²

2022

Mathematical Modelling Programs in Latin America

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Formación de Profesores de Matemáticas desde la Etnomatemática: estado de desarrollo

Cited by 6 publications

References 18 publications

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Yupana o ábaco inca, a 100 años (1912-2022): experiencias y posibilidades de educación matemática en América Latina

Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Culture of Ecuador Trough Ethnomodelling with a Sociocultural Approach

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