Mathematics education and the dignity of being
Pythagoras
| Field | Value | |
| Title | Mathematics education and the dignity of being | |
| Creator | Valero, Paola García, Gloria Camelo, Francisco Mancera, Gabriel Romero, Julio | |
| 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 | |
| Date | 2012-11-15 | |
| Identifier | 10.4102/pythagoras.v33i2.171 | |
| Source | Pythagoras; Vol 33, No 2 (2012); 9 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/171/216
https://pythagoras.org.za/index.php/pythagoras/article/view/171/217
https://pythagoras.org.za/index.php/pythagoras/article/view/171/224
https://pythagoras.org.za/index.php/pythagoras/article/view/171/215
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