@misc{10481/51173,
year = {2017},
month = {4},
url = {http://hdl.handle.net/10481/51173},
abstract = {We propose incorporating an ethnomathematical perspective in primary school
teacher education to facilitate a meaningful contextualization for the tasks they
develop. We consider a meaningful contextualization from an ethnomathematical
standpoint to be one that respects the studied culture from an emic approach, rather
than an etic approach. We observe that studying cultural characteristics (Moroccan
dishes in the examples provided) used as context seems to favor a better
understanding and relation to the mathematical concepts that show mathematical
complexity of the designed tasks, as far as developing the different components of the
corresponding mathematical sense (sense of measurement in the analyzed cases).},
organization = {Mathematics Education and Society},
publisher = {University of Thessaly Press},
keywords = {Contextualization},
keywords = {Mathematics},
keywords = {Task},
keywords = {Ethnomathematics},
title = {Development and contextualization of tasks from an ethnomathematical perspective},
author = {Albanese, Verónica and Adamuz-Povedano, Natividad and Bracho-López, Rafael},
}