Concepciones sobre las matemáticas de los profesores desde una Perspectiva Etnomatemática

Albanese, Veronica; Perales, Francisco Javier

doi:10.1590/1980-4415v34n66a01

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Article • Bolema 34 (66) • Jan-Apr 2020 • https://doi.org/10.1590/1980-4415v34n66a01 copiar

Concepciones sobre las matemáticas de los profesores desde una Perspectiva Etnomatemática

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

La perspectiva etnomatemática implica cambios epistemológicos sustanciales en la concepción de las matemáticas, respecto a la tradición positivista. En esta investigación nos centramos sobre un taller diseñado y desarrollado bajo la perspectiva etnomatemática para profesores en formación y en activo, analizando sus observaciones relacionadas con las concepciones sobre la naturaleza de las matemáticas, que manifiestan tras la participación en dicho taller. Para ello, identificamos unos enfoques característicos de la Etnomatemática y los utilizamos para analizar las observaciones de los participantes, las cuales consideramos como evidencia de sus concepciones. Posteriormente, agrupamos a los participantes en perfiles establecidos en relación a su mayor o menor acercamiento a los enfoques propuestos desde la Etnomatemática. En conclusión, el taller se muestra como un entorno propicio para la reflexión.

Palabras clave:
Creencias; Concepciones; Matemáticas; Formación docente; Etnomatemática

Dionne (1984)DIONNE, J. J. The perception of mathematics among elementary school teachers. In: MOSER, J. M. (Ed.). Proceedings of the 6th conference of the North American chapter of the international group for the psychology of mathematics education. Madison: University of Wisconsin-Madison, 1984. p. 223–228.	Ernest (1989)ERNEST, P. The impact of beliefs on the teaching of mathematics. In: ERNEST, P. (Ed.). Mathematics teaching: The state of the art. New York: Falmer Press, 1989. p. 249-254.	Törner & Grigutsch (1994)TÖRNER, G.; GRIGUTSCH, S. ‘Mathematische Weltbilder’ bei Studienanfängern – eine Erhebung. Journal für Mathematik-Didaktik, Berlin, v. 15, n. 3/4, p. 211–251, dec. 1994.	Grigutsch, Raatz & Törner (1998)GRIGUTSCH, S.; RAATZ, U.; & TÖRNER, G. Einstellungen gegenüber Mathematik Bei Mathematiklehrern. Journal für Mathematik-Didaktik, Berlin, v. 19, n. 1, p. 3-45, dec. 1998.
Formalist perspective	Platonist view	System Aspects	Formalism-Related Orientation	Static View
Traditional perspective	Instrumentalist view	Toolbox Aspects	Scheme-Related Orientation	Static View
Constructivism perspective	Problem Solving view	Process Aspects	Process-Related Orientation	Dynamic View
Constructivism perspective	Problem Solving view	Process Aspects	Application-Related Orientation	Dynamic View

Stage	Phase
(A) Presentation of Ethnomathematics and initial debate	Reading and discussion of selected definitions of Ethnomathematics in comparison with personal previous opinions.
(B) Representation and elaboration of braids	1. Description of the braid-making process: individual.
	2. Development of a shared creative representation: in small groups.
	3. Presentation of the representations and artisanal modeling: interaction among groups.
	4. Discovery of eight-wire braid patterns to develop those for the 16-wire ones: full group and individual interactions.
(C) Final debate and answers to the questionnaire	Written and oral discussion about the workshop's epistemological implications.

Item\Category	1. Mathematical thinking	2. Mathematical nature	3. Aspects of ethnomathematics	4. Methodology	5. Usefulness
Practical	Modeling real situations	Modeling of daily patterns	Experience/research Practical mathematics	Concrete experience Motivating	Daily for school work Math for real-life situations
Social	Agreement	Social Construct	Collective and consensus	Group	Social interactions
Cultural		Other math	Different math	Different point of view	Different thinking

	Profile 1	Profile 2	Profile 3	Profile 4
Description	They show much evidence of the practical approach; however they lack the recognition of the others, or have not fully accepted them.	Questions arise over the academic conception of math and there is an initial acceptance of the social and cultural approaches. However, these are simply outlined.	They express doubts and raise questions about the search for something more in their understanding of mathematics. They integrate theoretical notions with practical experience, solving the concerns generated to formulate educational implications of the new approaches.	They present relativistic conceptions that seem to have been settled from before. There is a high level of interiorization of the three approaches that are shown to be deeply articulated between them.

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