Matemáticas y lenguaje: Concepciones de los profesores desde una perspectiva etnomatemática

Abstract

The objective of this investigation is to describe and analyze conceptions regarding the nature of mathematics for a group of student teachers and active teachers at an Argentine university following their participation in a workshop on braided crafts. This workshop promotes a vision of mathematics from a sociocultural perspective, specifically an ethnomathematics approach, using mathematical language employed by artisans. After the workshop, participants answered a series of open-ended questions regarding the implications of the activity conducted in the nature of mathematical knowledge. Teacher responses were analyzed in a descriptive and interpretative fashion. Using ethnomathematics theory, different dimensions were designed for analyzing participant perception in regards to the nature of mathematics from this sociocultural perspective. At the same time, the authors propose stages that constitute a hypothesis of progression regarding the development of mathematical conceptions.