Acciones etnomatemáticas orientadas a la práctica educativa: una revisión bibliográfica centrada en dos contextos

Abstract

In this article we describe and interpret ethnomathematical theorizing about the institutionalization of mathematical knowledge, and we present the socio-educational challenges that arise from these thoughts. Our approach is to take two sociopolitical contexts as a reference, exemplifying how Ethnomathematics faces and tackles the difficulties and challenges that arise in each of them. This dual analysis of both theoretical and empirical studies lets us deepen our understanding of how the sociopolitical context in which an investigation is situated affects the relationships it establishes between scholarly and/or academic mathematics, and other ethnomathematics. We also describe the methodological tool used for the systematic analysis of the ethnomathematical works (scientific articles, books and book chapters) that comprise the sample studied.

Keywords

• Ethnomathematics
• institutionalization of mathematical knowledge
• sociopolitical context
• educational practice
• research methodology