Etnomatemática y formación inicial de profesores de matemáticas: el caso colombiano

Abstract

The reasons why Ethnomathematics has received very little receptivity in the process of initial training of mathematics teachers in Colombia are discussed here. A survey open to various teachers of universities offering degree programs in mathematics (LM) or Bachelor of basic education with an emphasis in math (LEBEM) questions was applied. It was found that the justifications for integration are related: ethnic diversity, contribution Ethnomathematics a broader perspective on the nature of mathematics and the relationships between Ethnomathematics, mathematics education and mathematics education. Moreover, the obstacles to the non-integration of Ethnomathematics LM programs and LEBEM deal with the mathematization of the curriculum, the lack of human resources trained in Ethnomathematics and administrative pressure.