El papel de la Etnomatemática en la Acción Pedagógica: reflexiones sobre la visión sociocultural de las matemáticas a través de la voz de los docentes
Fecha
2020-01
Autores
Martínez Rodríguez, Margot
García Borbón, Marcela
Chavarria Vasquez, Jesennia
Gavarrete Villaverde, María Elena
Título de la revista
ISSN de la revista
Título del volumen
Editor
Journal of Mathematics and Culture
Resumen
En el marco de un proyecto de investigación y extensión de la Universidad Nacional, Costa
Rica, se ofreció el curso Enculturación Matemática y Etnomatemática a docentes de primaria
costarricenses, con el propósito fundamental de brindarles herramientas para identificar y
estudiar un signo cultural de su región y así usarlo en el diseño de actividades didácticas. Se
solicitó a los participantes que escribieran sus reflexiones sobre matemática, pedagogía,
cultura, educación, sociedad y el papel que juega la Etnomatemática en su praxis pedagógica.
Además, que respondieran a un instrumento diseñado y validado para este estudio. Toda la
información recolectada fue sistematizada e interpretada para conocer la percepción de los
participantes sobre los indicadores señalados.
Within the framework of a research and extension project from National University, Costa Rica, the Mathematical and Ethnomathematical Enculturation course was offered to Costa Rican elementary school teachers, with the fundamental purpose of providing them with tools to identify and study a cultural sign of their region and thus use it in the design of didactic activities. Participants were asked to write their considerations on mathematics, pedagogy, culture, education, society and the role played by Ethnomathematics in their pedagogical praxis. In addition, they answered to an instrument designed and validated for this study. All the collected information was systematized and interpreted to know the participants' perception about the specified indicators.
Within the framework of a research and extension project from National University, Costa Rica, the Mathematical and Ethnomathematical Enculturation course was offered to Costa Rican elementary school teachers, with the fundamental purpose of providing them with tools to identify and study a cultural sign of their region and thus use it in the design of didactic activities. Participants were asked to write their considerations on mathematics, pedagogy, culture, education, society and the role played by Ethnomathematics in their pedagogical praxis. In addition, they answered to an instrument designed and validated for this study. All the collected information was systematized and interpreted to know the participants' perception about the specified indicators.
Descripción
Palabras clave
ETNOMATEMÁTICAS, PEDAGOGIA, ETHNOMATHEMATICS, PEDAGOGY