<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982016000200031</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Matemáticas y lenguaje: concepciones de los profesores desde una perspectiva etnomatemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics and language: teacher perceptions from an ethnomathematics approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albanese]]></surname>
<given-names><![CDATA[Veronica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perales]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveras]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de las Ciencias Experimentales]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de las Matemáticas]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>152</numero>
<fpage>31</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982016000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982016000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982016000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de la investigación es describir y analizar las concepciones sobre la naturaleza de las matemáticas de un grupo de docentes en formación y en activo de una universidad argentina, tras la participación en un taller sobre trenzado artesanal. En el taller se promueve una visión de las matemáticas bajo una perspectiva sociocultural, y en particular etnomatemática, a través del lenguaje matemático utilizado por los artesanos. Tras el taller los participantes responden unas preguntas abiertas sobre las implicaciones de la actividad realizada en la naturaleza del conocimiento matemático. Se realiza un análisis descriptivo e interpretativo de las respuestas de los docentes. A partir de la teoría etnomatemática se definen las dimensiones para analizar las concepciones de los participantes sobre la naturaleza de las matemáticas bajo esta perspectiva sociocultural. Así mismo, se proponen unas etapas que constituyen una hipótesis de progresión del desarrollo de las concepciones sobre las matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this investigation is to describe and analyze conceptions regarding the nature of mathematics for a group of student teachers and active teachers at an Argentine university following their participation in a workshop on braided crafts. This workshop promotes a vision of mathematics from a sociocultural perspective, specifically an ethnomathematics approach, using mathematical language employed by artisans. After the workshop, participants answered a series of open-ended questions regarding the implications of the activity conducted in the nature of mathematical knowledge. Teacher responses were analyzed in a descriptive and interpretative fashion. Using ethnomathematics theory, different dimensions were designed for analyzing participant perception in regards to the nature of mathematics from this sociocultural perspective. At the same time, the authors propose stages that constitute a hypothesis of progression regarding the development of mathematical conceptions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Etnomatemática]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Concepciones del profesor]]></kwd>
<kwd lng="es"><![CDATA[Perspectiva sociocultural]]></kwd>
<kwd lng="es"><![CDATA[Artesanías]]></kwd>
<kwd lng="en"><![CDATA[Ethnomathematics]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teacher conceptions]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural perspective]]></kwd>
<kwd lng="en"><![CDATA[Crafts]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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