Camilo Andrés Rodríguez-Nieto, Yeimer Carlos Escobar-Ramírez, Vicenç Font Moll, Armando Aroca Araújo
{"title":"Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving","authors":"Camilo Andrés Rodríguez-Nieto, Yeimer Carlos Escobar-Ramírez, Vicenç Font Moll, Armando Aroca Araújo","doi":"10.17648/acta.scientiae.7356","DOIUrl":null,"url":null,"abstract":"Background : Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective : Therefore, ethnomathematical and mathematical connections were analysed in a teacher’s mathematical activity when posing and solving mathematical problems. Design : The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants : An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis : Semi-structured interviews were conducted in the workshop","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Scientiae","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17648/acta.scientiae.7356","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Multidisciplinary","Score":null,"Total":0}
引用次数: 2
Abstract
Background : Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective : Therefore, ethnomathematical and mathematical connections were analysed in a teacher’s mathematical activity when posing and solving mathematical problems. Design : The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants : An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis : Semi-structured interviews were conducted in the workshop
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