Resumo

AROCA-ARAUJO, Armando. A Didactic Approach of the Ethnomathematics Program. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.211-248.  Epub 31-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-13743.

The didactic approach of the Ethnomathematics Program that we propose is the result of 4 years of research with teachers in the training of the Bachelor’s degree in Mathematics from the Universidad del Atlántico, Colombia, through the assessment of Degree Works. The didactic approach has two moments: the ethnographic phase and the phase of problematization of the results of the ethnographic phase in school settings, which we can summarize as the educational phase. Both phases involve a year of work: the ethnographic phase is the analysis of Ethnomathematics in practice or activity, which is generally artisanal. The educational phase is based on parallel and comparative teaching between artisan mathematics and school mathematics. The main objective is to present a didactic proposal for the Ethnomathematics Program. This proposal for the didactic approach of the Ethnomathematics Program shows that it is necessary to support it at least in a theory of mathematics learning and that it cannot be at odds with institutional teaching designs but rather agree with them.

Palavras-chave : didactics; ethnomathematics; teaching; learning.

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