Mathematics education and the dignity of being

Research output: Contribution to journalJournal articleResearchpeer-review

  • Paola Valero
  • Gloria García
  • Francisco Camelo
  • Gabriel Mancera
  • Julio Romero

Abstract

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American
epistemology with the notion of intimate space as an important element of social subjectivity.
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On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American
epistemology with the notion of intimate space as an important element of social subjectivity.
Original languageEnglish
JournalPythagoras
Volume33
Issue number2
Number of pages9
ISSN1012-2346
DOI
StatePublished - 15 Nov 2012
Publication categoryResearch
Peer-reviewedYes
ID: 72609199