Unincorporated

Una duoetnografía de la rehumanización de las matemáticas de Guåhan y las Islas Vírgenes de EE. UU.

Autores/as

DOI:

https://doi.org/10.34024/prometeica.2023.27.15283

Palabras clave:

rehumanización de las matemáticas, territorios de los Estados Unidos, educación matemática, duoetnografía

Resumen

En este artículo, los autores participan en una conversación dialógica y reflexiva duoetnográfica sobre sus experiencias en la enseñanza y el aprendizaje de las matemáticas en dos territorios no incorporados de los Estados Unidos (EU) (Guåhan y las Islas Vírgenes de los EU). Los dos autores tienen una relación profesional de mentor-mentee y actualmente trabajan en una gran universidad de investigación en el centro de los EU. Informados por experiencias recientes desde que vivieron en los EU. continentales, los autores utilizaron el libro editado, "Rehumanizing Mathematics for Black, Indigenous, and Latinx Students" de Goffney et al. (2018) para fundamentar sus reflexiones y discusiones. El marco conceptual de Rehumanizing Mathematics se utilizó como un lente sociopolítico para guiar su intercambio dialógico. Como la duoetnografía fue utilizada como abordaje metodológico para analizar la discusión y las reflexiones, los autores fueron los lugares focales de la investigación. Los hallazgos de esta duoetnografía revelaron tres temas: (1) un recuerdo de raza, cultura, lenguaje en matemáticas; (2) aulas de matemáticas como comunidad familiar; y (3) matemáticas culturalmente sensibles. El documento concluye con las implicaciones de estos hallazgos para las comunidades de investigadores y profesionales.

Métricas

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Biografía del autor/a

Richard Carlos L. Velasco, University of Oklahoma

Dr. Richard Velasco is an assistant professor of mathematics education and teaches undergraduate and graduate courses in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma (OU). Prior to his current position at OU, Dr. Velasco worked as a clinical assistant professor at the University of Iowa for two years. Before then, he was a secondary math teacher for twelve years in Guam and Washington state, a national board certified teacher in early adolescent mathematics, and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.

His primary research interests include rehumanizing mathematics education, STEM teacher advocacy, and informal learning spaces. Dr. Velasco’s work has been published in various national and international journals including The Educational Forum, the Electronic Journal for Research in Science and Mathematics Education, and the International Journal of STEM Education. Dr. Velasco earned his B.A. in mathematics from the University of Guam, his M.A.T. in curriculum and instruction from the University of Saint Mary, and his Ph.D. in curriculum and instruction from Texas Tech University.

Citas

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Publicado

2023-07-27

Cómo citar

Velasco, R. C. L., & Powell, A. (2023). Unincorporated: Una duoetnografía de la rehumanización de las matemáticas de Guåhan y las Islas Vírgenes de EE. UU. Prometeica - Revista De Filosofía Y Ciencias, (27), 189–198. https://doi.org/10.34024/prometeica.2023.27.15283
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