Abstract
This paper presents the first part of a doctoral research about teacher's training, focused on Ethnomathematics. It analyzed the veracity of two conjectures: C1. Teachers do not recognize mathematical extracurricular activities as math, and C2. This conviction obstructs the use of this knowledge in the classroom. Starting from these conjectures, we planned a training course, on ethnomathematics, for primary school teachers in Colombia. The course was taken as an investigative case through a qualitative methodology for case studies. The records produced from a group interview and researcher's field diary were analyzed under the Wittgenstein's philosophy view. We concluded that the conjectures are not met, since there is no complete consistency between the epistemological concepts and action in the classroom. Also, they emerged from researching other elements which affect the connection between beliefs and classroom practices interesting to reflect on teacher training.
Keywords:
Math teacher training; Ethnoeducation; Curriculum; Extracurricular mathematics; Cultural diversity
