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The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making

Artigo2025

Camilo Andrés Rodríguez-Nieto ORCID; María Luisa Pabón-Navarro ORCID; Benilda María Cantillo-Rudas ORCID; Sudirman Sudirman ORCID; Vicenc Font ORCID

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Resumo

This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems.

Dados da obra

Tipo
Artigo
Periódico
Infinity, v. 14, n. 2, p. 419-444
Editora
Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
Ano
2025 (2025-02)
Idioma
en
Palavras-chave
mathematical and ethnomathematical connections; mathematics education; meaningful learning; onto-semiotic approach; pre-service mathematics teachers; ethnomathematics; mathematical connections; problem solving; brick manufacturing; contextualized mathematics problems; area and volume; proportional reasoning; ontosemiotic approach; real-world tasks
Temas
Etnomatemática, Resolução de Problemas
DOI
10.22460/infinity.v14i2.p419-444
ISSN
2089-6867, 2460-9285
Licença
cc-by-sa
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
RODRÍGUEZ-NIETO, Camilo Andrés et al.. The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity, v. 14, n. 2, p. 419-444, 2025. DOI: https://doi.org/10.22460/infinity.v14i2.p419-444.

APA

Rodríguez-Nieto, C. A., Pabón-Navarro, M. L., Cantillo-Rudas, B. M., Sudirman, S., & Font, V. (2025). The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity, 14(2), 419-444. https://doi.org/10.22460/infinity.v14i2.p419-444

BibTeX
@article{rodrigueznieto2025,
  author = {Rodríguez-Nieto, Camilo Andrés and Pabón-Navarro, María Luisa and Cantillo-Rudas, Benilda María and Sudirman, Sudirman and Font, Vicenc},
  title = {The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making},
  year = {2025},
  journal = {Infinity},
  volume = {14},
  number = {2},
  pages = {419-444},
  publisher = {Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society},
  doi = {10.22460/infinity.v14i2.p419-444},
  language = {en}
}
RIS
TY  - JOUR
AU  - Rodríguez-Nieto, Camilo Andrés
AU  - Pabón-Navarro, María Luisa
AU  - Cantillo-Rudas, Benilda María
AU  - Sudirman, Sudirman
AU  - Font, Vicenc
TI  - The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making
PY  - 2025
JO  - Infinity
VL  - 14
IS  - 2
SP  - 419
EP  - 444
DO  - 10.22460/infinity.v14i2.p419-444
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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