La (re) significación de la proporcionalidad directa e inversa para docentes de la básica primaria, desde una mirada etnomatemática

Abstract

This research project was carried out with the participation of primary school teachers from the Pascual Correa Flórez educational institution in the municipality of Amagá - Antioquia who were in charge of the area of mathematics. The research question for this purpose was: how do primary school teachers re-signify direct and inverse proportionality from an ethnomathematical perspective? With this, to analyze the ways in which teachers enrich with other meanings and forms of life, the concept of proportionality from an ethnomathematical perspective. Jointly, a qualitative methodological paradigm was assumed for the development of the present proposal Framed from the perspective of research educational action based on ethnomathematics. However, for the purposes of production and registration of information, we have the support of the teachers who guide the area of mathematics, in the primary of the educational institution mentioned above. Where surveys, class observations, a paper, workshops, recordings, photographs and general reflections were carried out. In the same direction, for the accomplishment of the present proposal four on-site visits were made to the teachers. Subsequently, for the analysis of the records and the information provided, it was made taking into account four significant aspects: I). The disciplinary knowledge of the teachers about the object of study (proportionality). II). The (RE) meaning of the object of study through its aulic practices. III. The use of context in the teaching of mathematics (contributions from ethnomathematics) and IV). The valuation of extracurricular knowledge within the classroom. It was therefore considered that the experience during the implementation of the present project Allowed to generate in the participating teachers spaces of reflection on the enrichment of the meanings of a mathematical object, the different ways of conducting the teaching from the ethnomathematics The immersion of culture within the mathematics curriculum, thus allowing the strengthening of idiosyncrasy, recognition of extracurricular practices and indigenous values of human groups.