{"id":689,"date":"2016-05-16T15:13:36","date_gmt":"2016-05-16T15:13:36","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=689"},"modified":"2016-05-16T17:15:38","modified_gmt":"2016-05-16T17:15:38","slug":"vol25-1-4-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-1-4-en\/","title":{"rendered":"The stages of exploration in the research programme of Ethnomathematics"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Armando Aroca Ara\u00fajo<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract:\u00a0<\/strong> One of the relationships between ethnomathematics and mathematics education is that one of the stages of mathematical learning is the sociocultural, when Research Program Ethnomathematics making more sense. This article will describe the seven stages of exploration in the Program, whose number depends on the situation in each country, and how each contributes or raises tensions in mathematics education, in particular on those activities that link reality of students.<\/p>\n<p>Key words: Ethnomathematics research program, research settings, rural ethnomathematics, urban ethnomathematics, mathematics education.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.com\/pdf\/documentos\/REM\/REM25-1\/Vol25-1-4.pdf\"><img loading=\"lazy\" class=\"alignright wp-image-81\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" height=\"53\" \/> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Armando Aroca Ara\u00fajo Abstract:\u00a0 One of the relationships between ethnomathematics and mathematics education is that one of the stages of mathematical learning is the sociocultural, when Research Program Ethnomathematics making more sense. This article will describe the seven stages of exploration in the Program, whose number depends on the situation\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-1-4-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[219],"tags":[378,156,379,380,381],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/689"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=689"}],"version-history":[{"count":5,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/689\/revisions"}],"predecessor-version":[{"id":736,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/689\/revisions\/736"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=689"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=689"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=689"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}