Etnomatemáticas de signos culturales y su incidencia en la formación de maestros

A current challenge in the Ethnomathematics research is the characterization of its role in the field of mathematics education. Here we present some experiences with primary school teachers in Argentina and Costa Rica, where we propose to apply Ethnomathematics as a tool for teacher education. We wonder if the study of the ethnomathematics of cultural environments in teacher education could promote reflection on mathematical knowledge -with special care given to the influence of cultural aspects in the development of this- and could provide significant contextualization for designing activities for elementary education. In both countries we organize a course that promotes the research of ethnomathematics of cultural signs and the design of contextualized activities by the participant teachers. We present some results of the ethnomathematics studied and the application of this in the design of activities for primary education. Finally we show the impact that Ethnomathematics has on these teachers and we emphasize the implication of this in the acquisition of a reflective attitude about the universality and contextualization of mathematical knowledge. Working with Ethnomathematics promotes teacher creativity when developing a curriculum of mathematics in connection with the sociocultural environment