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

Abstract

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