Patterns for cultivating communities with rural mathematics teachers: incorporating surveying into curriculum design.

Abstract

This article presents results of a research project that is being developed in the Interinstitutional Doctorate in Education at Universidad Distrital Francisco José de Caldas (DIE-UD), which contributes to the incorporation of surveying in the school curriculum of geometry for the design of hypothetical teaching trajectories that promote educational improvement in terms of the magnitude of angular amplitude (THE-MAA).  The research is a teaching experiment, of a qualitative exploratory type, carried out in a teacher training course with teachers from Wayuu indigenous rural schools; who formed a community of practice (CoP) in order to incorporate surveying in the mathematics curricular design in indigenous rural schools. The course was based on the ethnomathematics approach and theoretical perspectives of teaching as a design science. It has been concluded that CoP leaders have an important role in encouraging other members to approach theoretically the ancestral practices of geometry and those carried out by the Wayuu indigenous peoples