Formación de Profesores de Matemáticas desde la Etnomatemática: estado de desarrollo

Abstract The goal of this study is to contribute to our understanding of the state of research development about math professors’ training from an ethnomathematics perspective. The empirical material was selected from articles published between 1995 and 2015. The analysis was oriented around four questions: What characteristics should a school curriculum based on an ethnomathematics perspective have? What should the didactic-mathematic knowledge of the professor be in order to attend to such a curriculum? What characteristics do the initial and continuing training courses from an ethnomathem...