Research from a socio-political approach to mathematics education in Colombia

An initial approximation

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15333

Keywords:

Socio-political approaches, Critical Mathematics Education, Mathematical Modeling, Ethnomathematics, documentary review

Abstract

The purpose of this paper is to present an approach to the dissertations developed in the Colombian context that address, in their frames of reference, issues related to the socio-political approach to mathematics education, with the idea of identifying where the community has gone in this type of academic exercises. To this end, 61 dissertations developed in the period 2011-2021 were taken into account, in three Colombian universities with recognition for the development of academic and research work on the study of the socio-political approach. Methodologically, the review of the dissertations was carried out taking into account the phases proposed by Valero and Planas (2016). The preliminary review made it possible to identify seven categories: i) setting up learning scenarios from Critical Mathematics Education (CME); ii) tensions and obstacles experienced by teachers when developing pedagogical practices; iii) evaluation processes from social practices based on CME; iv) study of diverse theoretical issues from CME; v) mathematical modelling environments from socio-critical perspectives; vi) issues on Ethnomathematics and the decolonial turn; and vii) documentary reviews. Circumstances that allow us to recognise research approaches from socio-political approaches that are being developed in the dissertations. Identifying reflections on pedagogical practices from the setting up of learning scenarios or mathematical modelling environments; theoretical reflections on critical thinking, training in democratic values; the relationship between the micro and macro context in mathematics classes; recognition and study of the tensions experienced by teachers when they decide to leave their comfort zone. Although elements are recognized from socio-political approaches that have not yet been explored, related, for example, to issues of race, identity, gender issues and social justice, among others; it is important to highlight the work that has been carried out in different Colombian universities in the search to delve into research that links mathematics with social, economic, political and cultural issues from a collaborative work between school and university.

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Author Biographies

Edna Paola Fresned-Patiño, Universidade Federal de Minas Gerais

Edna Paola Fresneda Patiño has a Bachelor's Degree in Basic Education with emphasis in Mathematics and a Master's Degree in Education from the Universidad Distrital Francisco José de Caldas (UDFJC) in Bogotá - Colombia. Her master's studies were oriented towards the exploration of democratic competence in the mathematics classroom, from a sociopolitical approach to mathematics education and since then her research work has revolved around these issues. She is currently a student of the Latin American Doctorate in Education: "Knowledge and Social Inclusion", at the Universidade Federal de Minas Gerais (UFMG) in Belo Horizonte - Brazil. She is currently working as a teacher with the Secretariat of District Education (SED) in Bogota-Colombia and worked as a teacher in the core of teaching practice of the Bachelor's Degree in Mathematics at the Universidad Distrital Francisco José de Caldas. She is a member of the Coletivo Crítico: Perspectivas Sociopolíticas e Críticas em Pesquisas e Práticas Pedagógicas em Educação Matemática of the UFMG and the Red de Educadores Matemáticos Críticos (REDUMAC). Her trajectory as a teacher and researcher is evidenced by her participation as a speaker at various national and international conferences and the publication of articles and book chapters. Her research interests are related to: sociopolitical perspectives of Mathematics Education, Critical Mathematics Education, Mathematical Modeling from a Sociocritical perspective, Ethnomathematics and decolonial thinking; research scenarios and learning environments; biographical-narrative research; experience and continuing education of teachers, among others.

Gabriel Mancera-Ortiz, Universidad Distrital Francisco José de Caldas

Gabriel Mancera Ortiz has a Bachelor's Degree in Mathematics and a Master's Degree in Mathematics Teaching from the Universidad Pedagógica Nacional (UPN) -Colombia-; he is also a Doctor in Education from the Universidad Federal de Minas Gerais (UFMG) -Brazil-. As part of his doctoral training, he sought to characterize the reflective knowledge developed by students living in conditions of social vulnerability in mathematical modeling environments from a socio-critical perspective. She teaches Mathematics at the Universidad Distrital Francisco José de Caldas (UDFJC) in Bogotá - Colombia. She works collaboratively with professors of the research line in Mathematics Education, Diversity and Subjectivities (Edumadys) of the inter-institutional research group Didactics of Mathematics (UPN-UDFJC). She also belongs to the EdUtopia Research Group of the UDFJC, to the Coletivo Crítico: Perspectivas Sociopolíticas e Críticas em Pesquisas e Práticas Pedagógicas em Educação Matemática of the UFMG and to the Red de Educadores Matemáticos Críticos (REDUMAC). She has participated in national and international academic conferences and has published articles and book chapters co-authored with other professors and researchers, showing her interest in collaborative work. His research interests are related to: sociopolitical perspectives of Mathematics Education, Critical Mathematics Education, Mathematical Modeling from a Sociocritical perspective, reflective learning, among others.

Francisco Javier Camelo-Bustos, Universidad Distrital Francisco José de Caldas

Francisco Javier Camelo Bustos has a degree in Mathematics and a Master in Mathematics Teaching from the Universidad Pedagógica Nacional -Colombia-; he is also a Doctor in Education from the Universidad Federal de Minas Gerais -Brazil-. Within the framework of his doctoral training, he developed his thesis around the analysis of the contributions that could be made from mathematical modeling environments thought from the socio-critical perspective, towards the constitution of the political subjectivity of children and young people. He works as a professor in the Faculty of Science and Education of the Universidad Distrital Francisco José de Caldas and is a professor in the Department of Mathematics of the Universidad Pedagógica Nacional -Bogotá, Colombia-. He works collaboratively with professors of the research line in Mathematics Education, Diversity and Subjectivities (Edumadys) of the inter-institutional research group Didactics of Mathematics (UPN-UDFJC). She also belongs to the EdUtopia Research Group of the UDFJC and to the Network of Critical Mathematics Educators -REDUMAC-. She has participated in academic conferences at national and international level and has published articles and book chapters co-authored with other professors and researchers showing her interest in collaborative work. His research interests are related to: sociopolitical perspectives of Mathematics Education, Critical Mathematics Education, Mathematical Modeling from a Sociocritical perspective, among others.

References

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Valero, P., & Skovsmose, O. (2012) Educación matemática crítica. Una visión sociopolítica del aprendizaje y la enseñanza de las matemáticas. Bogotá, Col.: una empresa docente.

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Published

2023-07-27

How to Cite

Fresned-Patiño, E. P., Mancera-Ortiz, G. ., & Camelo-Bustos, F. J. (2023). Research from a socio-political approach to mathematics education in Colombia: An initial approximation. Prometeica - Journal of Philosophy and Science, (27), 473–482. https://doi.org/10.34024/prometeica.2023.27.15333

Issue

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

Section

Articles - Dossier

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Copyright (c) 2023 Edna Paola Fresned-Patiño, Gabriel Mancera-Ortiz, Francisco Javier Camelo-Bustos

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