Innovations in the mathematics teachers training for multicultural contexts

Abstract

In this article, it is described the experiences of innovation in the training of mathematics teachers in multicultural contexts. It was a qualitative study with a perspective of grounded theory where a hermeneutical analysis of policies, laws, regulations, curricular programs, books, scientific articles, press articles and research, development and innovation projects that have contributed to the mathematics teachers training was carried out. The results have certified that the teachers training is a regional self-development strategy to respond to the conditions of poverty and marginalization of the indigenous, afro-descendant and mestizo peoples of Nicaragua. In addition, the technologies have contributed for the students to interact and exchange experiences in an innovative and collaborative learning environment. Finally, teaching and learning mathematics in multicultural contexts has meant the revitalization and implementation of mathematical practices of daily life in a learning community from an intercultural perspective of gender and the recognition of the diversity of populations, taking as a reference the resolution of problems.