Ethnomathematics handicrafts twisted and conceptions about mathematics in teacher education

Abstract

We report a doctoral research ethnomathematical presented as regrouping publications, which revolves around two foci of interest, one anthropological related to math and thinking mathematically that come into play in the craftsmanship braiding, and other education, compared to conceptions which are evident in the (initial or continuing) teacher training about the nature of mathematics. A historical overview of the emergence of ethnomathematical indicates cultural relativism as the philosophical basis of this research program and bring our own identification of two positions in ethnomathematical inquiries. After we review different ways of relating to education ethnomathematical our approach to argue about it.