Etnomatemática e formação de professores: no meio do caminho (da sala de aula) há impasses

The intention here is to look back for a retrospective consideration of the problems and solutions at the crossroads of the paths between teacher preparation and ethnomath, as well as the positioning of a few problems on their interaction. Upon making such reflections, it was perceived that we need...

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Autor Principal: Santos Domite, Maria do Carmo
Formato: Artículo
Idioma: Español
Publicado: Universidad de Costa Rica 2013
Acceso en línea: http://revistas.ucr.ac.cr/index.php/cifem/article/view/10563
http://hdl.handle.net/10669/18913
Sumario: The intention here is to look back for a retrospective consideration of the problems and solutions at the crossroads of the paths between teacher preparation and ethnomath, as well as the positioning of a few problems on their interaction. Upon making such reflections, it was perceived that we need to focus on three proposals for change in the development of ways to prepare teachers from an ethnomathematical perspective. First there is the fact that there are many problem situations and solutions in the out of school context that the math that we learn in the school context does not let us perceive. Second, directly connected to the first, when we perceive such problem situations the construction of a bridge between the set of ideas (math) and that which is systematized for the school is put at risk because of the interactions between thought and emotion. Third is the need to reflect as teachers and teachers of math on another prerequisite notion, as what the “other” knows, whatever the logic/rationality and in terms of such construction.