Maestros practicantes de Educación Primaria trabajando en las Matemáticas Fronterizas
Resumen
Haciendo uso de la metáfora de la frontera para indicar la separación frecuentemente existe entre las matemáticas de se enseña en la escuela y las vidas de los estudiantes, este manuscrito describe los procesos que un grupo de maestros practicantes de educación primaria (MPEP) vivieron para aprender acerca de sus estudiantes y unificar estas fronteras. El análisis de contenido de las actividades matemáticas y las reflexiones de los MPEP desarrollaron en un curso de métodos de enseñanza de las matemáticas reveló que aunque los MPEP afirmaron que el proceso de crear puentes entre las matemáticas y experiencias cotidianas transformaron su auto-concepto y confianza in matemáticas y la enseñanza, ellos mayormente utilizaron su propio conocimiento y experiencia para desarrollar estas actividades, más que las de sus estudiantes. Posibilidades para generar acercamientos etnomatemáticos más genuinos son discutidos.
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