TEACHING AS ETHNOMATHEMATICAL PRAXIS: D’AMBROSIO’S SIX DIMENSIONS IN THE TEACHING PROFESSION

Abstract

This article presentes an investigation into the teaching career from the integrated perspective of the six dimensions of Ethnomathematics according to D’Ambrosio: cognitive, conceptual, political, educational, epistemological, and historical. We argue that the act of teaching is, in itself, a multifaceted ethnomathematical practice, in which the educator positions themselves as na intelectual who creates, interprets, and organizes knowledge within a specific cultural contexto – the classroom. The general objective is to show how this theoretical approach provides a solid analytical basis for understanding na transforming educational practice. The central research question is: how can the six ethnomathematical dimensions underpin and organize systematic reflective activities that contribute to the critical professional development of the educator? Finally, we suggest a set of reflective activities based on each dimension, with the aim of fostering critical self-analysis, allowing the teacher to recontextualize their practice, recognizing themselves as an agente of a situated, politically and historically developed knowledge/practice.