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.
|Udgiver||Institut for Uddannelse, Læring og Filosofi, Aalborg Universitet|
|Status||Udgivet - 2005|