Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Background: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connectio...

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Authors: Rodríguez-Nieto, C., Escobar-Ramírez, Y., Font Moll, Vicenç, Aroca Sero, Anna Maria
Format: article
Status:Published version
Publication Date:2023
Country:España
Institution:Universidad de Barcelona
Repository:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/192420
Online Access:https://hdl.handle.net/2445/192420
Access Level:Open access
Keyword:Mestres
Connexions (Matemàtica)
Aprenentatge basat en problemes
Elementary school teachers
Connections (Mathematics)
Problem-based learning
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spelling Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and SolvingRodríguez-Nieto, C.Escobar-Ramírez, Y.Font Moll, VicençAroca Sero, Anna Maria MestresConnexions (Matemàtica)Aprenentatge basat en problemesElementary school teachersConnections (Mathematics)Problem-based learningBackground: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connections were analysed in a teacher's mathematical activity when posing and solving mathematical problems. Design: The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants: An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis: Semi-structured interviews were conducted in the workshop, and the data were analysed based on the connections; the workshop was initially designed considering previous literature on the issue, and the researchers were familiarised with the teacher. Results: For the analysis of the mathematics used by the teacher in the classroom, we considered his sociocultural context, where he set problems about the area and perimeter of lots of land and enclosures. Then, the researchers presented the ethnomathematical connections that emerged in the elaboration and commercialisation of the pigeon peas sancocho, which was the basis for the teacher to pose and solve problems involving conversions between units of measurement, volume of the totumas (ellipsoid), etc. Simultaneously, mathematical connections of different representations, procedural, meaning, and modelling were identified. Finally, the researchers gave feedback by assessing the Acta Sci. (Canoas), 25(1), 86-121, Jan./Fev. 2023 87 potential of the mathematics known and explained by the teacher. Conclusion: This research provides input for teachers to pose and solve problems contextualised through connections.Universidade Luterana do Brasil2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/192420Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.17648/acta.scientiae.7356Acta Scientiae. Revista de Ensino de Ciências e Matemática, 2023, vol. 25, num. 1, p. 86-121https://doi.org/10.17648/acta.scientiae.7356cc-by (c) Universidade Luterana do Brasil , 2023https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1924202026-05-27T06:46:51Z
dc.title.none.fl_str_mv Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
title Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
spellingShingle Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
Rodríguez-Nieto, C.
Mestres
Connexions (Matemàtica)
Aprenentatge basat en problemes
Elementary school teachers
Connections (Mathematics)
Problem-based learning
title_short Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
title_full Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
title_fullStr Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
title_full_unstemmed Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
title_sort Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving
dc.creator.none.fl_str_mv Rodríguez-Nieto, C.
Escobar-Ramírez, Y.
Font Moll, Vicenç
Aroca Sero, Anna Maria
author Rodríguez-Nieto, C.
author_facet Rodríguez-Nieto, C.
Escobar-Ramírez, Y.
Font Moll, Vicenç
Aroca Sero, Anna Maria
author_role author
author2 Escobar-Ramírez, Y.
Font Moll, Vicenç
Aroca Sero, Anna Maria
author2_role author
author
author
dc.subject.none.fl_str_mv Mestres
Connexions (Matemàtica)
Aprenentatge basat en problemes
Elementary school teachers
Connections (Mathematics)
Problem-based learning
topic Mestres
Connexions (Matemàtica)
Aprenentatge basat en problemes
Elementary school teachers
Connections (Mathematics)
Problem-based learning
description Background: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connections were analysed in a teacher's mathematical activity when posing and solving mathematical problems. Design: The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants: An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis: Semi-structured interviews were conducted in the workshop, and the data were analysed based on the connections; the workshop was initially designed considering previous literature on the issue, and the researchers were familiarised with the teacher. Results: For the analysis of the mathematics used by the teacher in the classroom, we considered his sociocultural context, where he set problems about the area and perimeter of lots of land and enclosures. Then, the researchers presented the ethnomathematical connections that emerged in the elaboration and commercialisation of the pigeon peas sancocho, which was the basis for the teacher to pose and solve problems involving conversions between units of measurement, volume of the totumas (ellipsoid), etc. Simultaneously, mathematical connections of different representations, procedural, meaning, and modelling were identified. Finally, the researchers gave feedback by assessing the Acta Sci. (Canoas), 25(1), 86-121, Jan./Fev. 2023 87 potential of the mathematics known and explained by the teacher. Conclusion: This research provides input for teachers to pose and solve problems contextualised through connections.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/192420
url https://hdl.handle.net/2445/192420
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.17648/acta.scientiae.7356
Acta Scientiae. Revista de Ensino de Ciências e Matemática, 2023, vol. 25, num. 1, p. 86-121
https://doi.org/10.17648/acta.scientiae.7356
dc.rights.none.fl_str_mv cc-by (c) Universidade Luterana do Brasil , 2023
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Universidade Luterana do Brasil , 2023
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Luterana do Brasil
publisher.none.fl_str_mv Universidade Luterana do Brasil
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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