Mathematics Teacher Training from Ethnomathematics: a developmental state

Abstract The goal of this study is to contribute to our understanding of the state of research development about math professors’ training from an ethnomathematics perspective. The empirical material was selected from articles published between 1995 and 2015. The analysis was oriented around four questions: What characteristics should a school curriculum based on an ethnomathematics perspective have? What should the didactic-mathematic knowledge of the professor be in order to attend to such a curriculum? What characteristics do the initial and continuing training courses from an ethnomathematics perspective have? and What theoretical and methodological and theoretical frameworks were used in the investigations? We concluded that the professor must have a creative and reflexive profile, be a researcher, and someone capable of developing a curriculum open to other rationalities; the formation courses teach about the nature of mathematics and the design of activities connected to culture and the methodologies are an important contribution to qualitative-interpretive research. We propose a model about the professional development of the professor and his/her relationship to other elements of the educational system, as well as a structure for a professor formation course from an Ethnomathematics perspective.

摘要 本研究旨在从民族数学（Ethnomathematics）视角出发，深化学界对数学教师培训领域研究发展现状的认知。本研究的实证资料选自1995年至2015年间发表的学术论文。分析围绕四个核心问题展开：其一，基于民族数学视角的学校课程应具备哪些特征？其二，为适配此类课程，教师应掌握何种数学教学知识？其三，民族数学视角下的职前与在职培训课程具有哪些特征？其四，相关研究采用了哪些理论与方法论框架？研究结论表明，数学教师需兼具创造性与反思性特质，同时应具备研究者的素养，能够开发兼容多元理性的开放性课程；培训课程会讲授数学的本质内涵以及与文化联结的活动设计方法，其方法论为定性解释性研究提供了重要参考。本研究提出了一套关于教师专业发展及其与教育系统其他要素关联的模型，同时构建了一套民族数学视角下的教师培训课程框架。