Record Details

Mathematics education and the dignity of being


Field Value
Title Mathematics education and the dignity of being
Creator Valero, Paola García, Gloria Camelo, Francisco Mancera, Gabriel Romero, Julio
Subject Mathematics Education; Mathematics; Education Social subjectivity; cultural history of school mathematics; dignity of being; geometrical space; intimate space; territorialisation
Description 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.
Publisher AOSIS Publishing
Contributor COLCIENCIAS, Aalborg University
Date 2012-11-15
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — cultural historical analysis
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v33i2.171
Source Pythagoras; Vol 33, No 2 (2012); 9 pages 2223-7895 1012-2346
Language eng
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Coverage Colombia, South America Modernity —
Rights Copyright (c) 2012 Paola Valero, Gloria García, Francisco Camelo, Gabriel Mancera, Julio Romero