La formación de matemáticas para las familias. Una mirada desde la etnomatemática

Javier Díez-Palomar



En este artículo se propone la aplicación del enfoque de la Etnomatemática en base a la definiciónproporcionada por Ubiratán D’Ambrosio al estudio de las matemáticas y las familias. Los padres y las madresson muy conscientes del papel que tienen las matemáticas como gatekeeper. Las familias reclaman su papeldentro del proceso de enseñanza y aprendizaje de las matemáticas, aunque también son conscientes de lasdificultades que tienen que afrontar para ello. En este artículo se repasan dichas dificultades, y se discutecómo un enfoque amplio de la Etnomatemática nos ofrece herramientas para incluir a dichas familias en lapráctica educativa.


In this article we use the notion of Ethnomathematics to reframe the issue of family mathematics engagement,drawing on Ubiratan D’Ambrosio’s definition. Parents are really aware of the role played by Mathematics asa gatekeeper. They claim for their role within the process of teaching and learning mathematics, although theyare also aware of the difficulties that they may afford in order to do it. In this article we briefly review thesedifficulties, while we discuss how the Ethnomathematical approach may bring us useful tools to includefamilies’ voices within the design and implementation of educative practices.

Palabras clave

Ethnomatemática; implicación de las familias; personas adultas; Ethnomathematics; family engagement; adult learners

Texto completo:



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Revista Latinoamericana de Etnomatemática: perspectivas socioculturales de la Educación Matemática
e-ISSN: 2011-5474
Departamento de Matemáticas y Estadística- Universidad de Nariño
San Juan de Pasto- Colombia
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Revista Latinoamericana de Etnomatemática por Universidad de Nariño y Red Latinoamericana de Etnomatemática se distribuye bajo una Licencia Creative Commons Atribución 4.0 Internacional.