Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices

Abstract

Ecuadorian University were identified and later their reflections on bringing these practices to the classroom and their justifications were analyzed. The results indicate positive contemplation by the future teachers on two counts: first, in connecting ethnomathematical practices with local professional activities and second, in presenting fragilities in the characteristics of both mathematical and didactic-mathematical knowledge. As a way forward, the paper suggests that these insights are relevant to be incorporated in future teachers’ training in addition to the didactic-mathematical knowledge and perspectives of Ethnomathematics.