(Re)production of knowledge within mathematics education

An aesthetic and violence issues

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15353

Keywords:

(re)production, knowledge, aesthetic, violence

Abstract

This paper aims to discuss the production and reproduction of knowledge —such categories, notions, theories, and methodologies that are part of mathematics education research— drawn from an epistemic approach that pursues to disturb the supposed neutrality, objectivity, and order of our field. The paper's premise is shaped by the idea that searching for new ways of doing is plausible to make visible conditions of possibilities, in which new ways of thinking are traced to what we can and can't do in mathematics education. Premise framed in epistemological anarchism, here it argues that scientific progress could be restricted due to prescriptive scientific methods, as well as fixed and universal norms. The acknowledgment of diverse action flows and tools able to mould in order to respond to reality and context, it is understood as potency to think of new possibilities; along with this, to unpack and read the network rhizomatic entangled to look into teaching and learning of mathematics beyond the didactic triangle. In this fashion, diverse authors assert that the research is a political and power issue. The (re)production of knowledge is not neutral or innocent. The non-neutrality and innocent become possible since an aesthetic that circulates and normalizes what is considered as —valid and valuable— research, as well as the ways of doing and producing —valid and valuable— knowledge. This normalization generates events of violence, particularly against —epistemic or ontological— minorities.

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Author Biography

  • Alex Montecino, Universidad de Tarapacá

    Alex Montecino, Académico investigador del Departamento de Matemática de la Universidad de Tarapacá. Además, en esta universidad, cumple el rol de Coordinador de postgrado de la Facultad de Ciencias. A su vez, es investigador responsable de TEETra Lab.

    Alex Montecino tiene un Doctorado en Educación Matemática de la Universidad de Aalborg-Dinamarca. En 2012 terminó sus estudios de Maestría en Ciencias con especialidad en Matemática Educativa en Cinvestav-México. En 2009 terminó sus estudios de Licenciatura en Educación y Título Profesional de Profesor de Matemática e Informática Educativa en la Universidad Católica Silva Henríquez-Chile.

    El interés de investigación de Alex Montecino se posiciona en el vuelco sociopolítico en educación matemática. Gran parte de sus trabajos han implicado e implican un cuestionamiento crítico de los discursos dominantes sobre el docente de matemáticas; problematizar la fabricación del sujeto deseado que norma las formas de ser y actuar; desempacar la red discursiva en la que se constituyen entendimientos que subjetivan y sujetan el devenir del sujeto; la producción y reproducción de conocimiento dentro del área; y un cuestionamiento de las formas de hacer en la academia.

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Alex Montecino

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How to Cite

Montecino, A. (2023). (Re)production of knowledge within mathematics education: An aesthetic and violence issues . Prometeica - Journal of Philosophy and Science, 27, 595-601. https://doi.org/10.34024/prometeica.2023.27.15353