Mathematics Conceptions by Teachers from an Ethnomathematical Perspective

Abstract The ethnomathematical perspective implies substantial epistemological changes in mathematics conception with respect to the positivist tradition. This research focuses on a workshop for pre-service teachers, designed and developed under the ethnomathematical perspective, and which promotes reflection on the nature of mathematical knowledge. To that end, we analyzed the teachers’ answers about the nature of the mathematics described after the participation in this workshop. First, we identified some characteristic approaches of mathematics from the ethnomathematical perspective - the practical, social, and cultural approaches - and then used them to analyze the participants’ observations, which are considered as evidence of their conceptions about the nature of mathematical knowledge. Later, we grouped participants in profiles defined in relation to the incorporation of mathematics approaches according to Ethnomathematics. In conclusion, the workshop is shown as an environment conducive to reflection.

摘要 民族数学（ethnomathematics）视角相较于实证主义传统，在数学观念层面引发了重大认识论变革。本研究聚焦于一项以民族数学视角设计并实施的职前教师工作坊，该工作坊旨在引导参与者对数学知识的本质展开反思。为此，本研究分析了参与者参与该工作坊后，针对所阐述的数学本质相关问题的作答内容。首先，我们梳理出民族数学视角下数学的三类典型研究路径：实践路径、社会路径与文化路径，并以此为分析框架解读参与者的观察反馈，这些反馈可作为其对数学知识本质所持观念的佐证。随后，我们依据参与者对民族数学相关数学路径的接纳程度，将其划分为不同特征群组。综上，该工作坊被证实为一处有利于开展反思活动的场域。