Abstract
The research objective was to recognize the level of ethnomathematical articulation of the practices of Chilean teachers who work in culturally diverse classrooms; for this purpose, a methodological complementarity approach was used. To collect quantitative and qualitative information, a Likert-type questionnaire composed of 26 statements was applied in the first instance and subsequently, a questionnaire with two open questions was applied to mathematics teachers in the Region of Ñuble-Chile. The results show that teachers during the teaching process in culturally diverse classrooms integrate indicators of the three levels of ethnomathematical articulation, mainly associated with problem-solving. However, the teachers express the need of training in topics associated with the cultural knowledge of the students and that the Chilean school curriculum should consider the context of the students so that the activities are meaningful for them.
Keywords
Teachers; Indicators; Culturally diverse classrooms; Ethnomathematics
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