Ethnomathematical Microproject on folk dances: Learning mathematics from the context of teacher education
Contenido principal del artículo
Vol. 18 Núm. 3 (2014): Escuela 2.0 y modelo 1.1: Implicaciones en las prácticas del profesorado con TIC, Colaboración, Páginas 457-472
Recibido: Dec 1, 2015
Publicado: Dec 1, 2014
Resumen
This paper shows an exploratory study of mathematicalenculturation by Ethnomathematical Microprojects with pre-service teachers of Primary Education. The aim is to analyze how the teachers understand mathematical concepts when they study a cultural sign as folk dances. For it, the relationships those establish between school mathematics and the context of dance are described, by means of ethics and emic perspectives, characteristics of ethnographic research. From universal mathematical activities asto locate, to measure and to design, observations of preservice teachers report the use of measurement and plane geometry to describe the dance, leading to training situations that help deepening on these geometric concepts.
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Albanese, V., & Perales, F. J. (2014). Ethnomathematical Microproject on folk dances: Learning mathematics from the context of teacher education. Profesorado, Revista De Currículum Y Formación Del Profesorado, 18(3), 457–472. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/19357