Suchergebnisse

Al investigar las investigaciones que se presentan en los seis artículos que conforman el número especial sobre la Educación Matemática Crítica (EMC) en Colombia, se han identificado las resonancias y diferencias en las condiciones y problemas de estudio de tales seis investigaciones. En una primera instancia, el ejercicio analítico sobre los textos permitió identificar unas generalidades sobre las intenciones, problemas de investigación, referentes teóricos y metodologías presentes en los estudios. En un segundo momento se identificaron dos enunciados que circulan en las investigaciones. El primero tiene que ver con los efectos de poder presentes en las prácticas educativas en matemáticas cuando se adopta una visión disciplinar de las matemáticas como punto de partida orientador de los procesos educativos. El segundo tiene que ver con la configuración del deseo de gobierno a través de las matemáticas como parte de procesos políticos y económicos en la sociedad. En su conjunto los resultados del análisis de los textos muestran los puntos ciegos de tales estudios y también las potencialidades para futuras enactaciones de la EMC en Colombia y en otros países en América Latina. ; Researching the research in the six papers that are part of the special issue of Critical Mathematics Education in Colombia allowed to identify the resonances and differences in the conditions and problems of such six studies. In a first stage, the analysis of the texts pointed to some general traits regarding the intentions, research problems, theoretical framings and methodologies deployed in the studies. In a second stage, the analysis showed two enunciations that circulate in the texts. The first refers to the power effects of the disciplinary approach that directs mathematics education practices. The second refers to the configuration of a will to govern through mathematics education in larger political and economic processes in society. Together the results highlight the blind spots of the six investigations as well as the potentialities for future enactments of CME in Colombia and other Latin American countries. ; Pesquisar a pesquisa nos seis artigos que fazem parte do número especial da Educação Matemática Crítica na Colômbia permitiu identificar as ressonâncias e diferenças nas condições e problemas desses seis estudos. Em uma primeira etapa, a análise dos textos apontou alguns traços gerais quanto às intenções, problemas de pesquisa, enquadramentos teóricos e metodologias implantadas nos estudos. Em uma segunda etapa, a análise apontou dois enunciados que circulam nos textos. O primeiro refere-se aos efeitos de poder da abordagem disciplinar que direciona as práticas de educação matemática. A segunda se refere à configuração de uma vontade de governar por meio da educação matemática em processos políticos e econômicos mais amplos na sociedade. Juntos, os resultados destacam os pontos cegos das seis investigações, bem como as potencialidades para futuras promulgações do CME na Colômbia e em outros países latino-americanos.

The idea that failure in mathematics is a problem for democracy and equity should be understood as a part of history where the achievements of individuals and the population is linked to the development of human capital, as well as social and economic progress. The desire for a population with higher math skills goes hand in hand with the generation of mechanisms to order and classify the population and the in(ex)clusion regarding success/failure in school mathematics. International research in math education has approached this issue from different theories, two of which are identified: the position of empowerment supposes that mathematics transfers its attributes of power to those who learn it, either because of its intrinsic characteristics, its applications, or its critical nature. The position of inequality supposes that mathematics, as forms of knowledge per se or as part of the school practices intertwined with mechanisms of social classification according to other categories, such as skill, gender, language, etc. Tensions emerging in the field of mathematics education due to the co-existence of these different views calls for taking an ethical and political position on the possibilities for research and practice. ; La idea de que el fracaso en las matemáticas es un problema para la democracia y la equidad debe entenderse como parte de una configuración histórica donde el logro de los individuos y la población se conecta con el desarrollo de capital humano y el progreso social y económico. El deseo de una población con más capacidades matemáticas va de la mano de la generación de mecanismos de ordenación y clasificación de la población y la in(ex)clusión con relación al éxito/fracaso en las matemáticas escolares. La investigación internacional en educación matemática ha abordado este problema desde distintas posiciones teóricas. Dos de ellas se identifican: la posición del empoderamiento supone que las matemáticas transfieren sus atributos de poder a quienes las aprenden, o bien por sus características ...

La idea de que el fracaso en las matemáticas es un problema para la democracia y la equidad debe entenderse como parte de una configuración histórica donde el logro de los individuos y la población se conecta con el desarrollo de capital humano y el progreso social y económico. El deseo de una población con más capacidades matemáticas va de la mano de la generación de mecanismos de ordenación y clasificación de la población y la in(ex)clusión con relación al éxito/fracaso en las matemáticas escolares. La investigación internacional en educación matemática ha abordado este problema desde distintas posiciones teóricas. Dos de ellas se identifican: la posición del empoderamiento supone que las matemáticas transfieren sus atributos de poder a quienes las aprenden, o bien por sus características intrínsecas, o por sus aplicaciones, o por su carácter crítico. La posición de la desigualdad supone que las matemáticas como formas de conocimiento en sí o como parte de las prácticas escolares se entrelazan con mecanismos de clasificación social de acuerdo con otras categorías, como la habilidad, el género, el lenguaje, etc. Las tensiones que emergen en el campo de la educación matemática por la co-existencia de esta diversidad de visiones llama a tomar una posición ética y política sobre qué posibilidades hay para la investigación y la práctica.

The current processes of globalization and internationalization have represented both opportunities and hindrances for the different actors involved in mathematics education practices. Those processes – happening mainly outside the classroom– link practices at different levels in ways which are not visible for neither practitioners nor researchers. Understanding the complexity of reform demands an opening of our research focus in order to allow the construction of connections between micro and macro spheres of social practice. Based on my study of reform processes in mathematics in Colombia, I illustrate how internationalized ideas penetrate into the mathematics educational discourses in this country and contribute shaping policy in similar directions. At the same time, I show how the diversity of national and institutional contexts, in interaction with local practices of teachers in schools, shape the directions that reform intentions take in practice.

International audience ; The research fabricates an image of mathematics teachers , which shape our knowledge and truths about teachers. This image sustains the development of different discursive formations. The image's configuration is entangled with spatio-temporal conditions, which are shaped by diverse social, cultural and political contexts. In this work, we are studying discourses —about the mathematics teacher that are circulating in the re-search— from some theoretical toolbox of Foucault (1980) and Deleuze (1994) and from the methodological toolbox of Pais and Valero (2012). We are seeking to explore how discourses are operating in the fabrication of the mathematics teacher as a subject and in the production of truths about them.

Thinking school mathematics with the Foucauldian notion of governmentality allows the exploration of the functioning of the mathematics curriculum as a government technology. The practices and discourses of mathematics education fabricate the rational, objective, universal subject, who becomes the Modern cosmopolitan citizen. A genealogical analysis addresses the insertion of school mathematics in the Spanish colonial project in Colombia and in its subsequent mutations in the consolidation of the nation's state in the 20th century. The study shows how the Colombian mathematics curriculum affects the entry of the nation in the path towards development. It also points to the inscription of Modern norms and forms of thinking and being in Colombian children. This dual process maintains the exclusion of subjectivities that do not align with the Modern self. This analysis questions the naïve narrative of empowerment that is frequently attributed to school mathematics.

Este artículo ofrece una reflexión sobre los movimientos que ha configurado una visión crítica y política en educación matemática. Realizamos un mapeo de los puntos sobresalientes, por un lado, de la educación matemática crítica, su desarrollo en el mundo y en América Latina, sus preocupaciones, tensiones y nuevas direcciones. Por el otro, introducimos el giro hacia el estudio de la política cultural de la educación matemática. Esta tendencia permite problematizar, desde perspectivas histórico-culturales, cómo las prácticas educativas de las matemáticas contribuyen a la formación de los sujetos racionales de nuestro tiempo e insertan a las personas en formas de conocer y racionalidades matemáticas socialmente valoradas. El estudio político de la educación matemática en su totalidad ofrece maneras de entender e imaginar los distintos aspectos filosóficos, sociológicos y pedagógicos de las matemáticas escolares.

Today's mathematics education has an impact even outside the confines of the classroom, not least through the relevance of mathematics in culture, economics, politics and in relation to power. Sociopolitical perspectives in mathematics didactic research provide insights into how education in mathematics is social and political. Research based on these perspectives suggests both critical questioning and not-yet-imagined possibilities for content, teaching, policy and further research. This book introduces, for a larger Swedish audience, the research orientations and strategies that sociopolitical perspectives have to offer. In the book, this is illustrated in several ways. The chapters describe current research on the socio-political challenges of mathematics education in several different contexts, e.g. classrooms, after-school programs, curricula, mathematics teacher education and even mathematics education research. In this way, perspectives are broadened to groups of people, institutions and forces, which constitute a network of mathematics education practice. The chapters present different philosophical and empirical studies, based on theoretical tools from philosophy, social science and cultural studies, critical studies of education and socio-cultural-political studies of mathematics education. Methodological and analytical strategies such as text and discourse analysis and case studies of practice are used. In this way, opportunities to research mathematics education based on socio-political perspectives are illustrated. The chapters use various writing styles which invite the reader into the world of research. Thus, the reader will encounter different ways of thinking about the role of mathematics education in the creation of modern Swedish society.