A different perspective, a different way of sharing knowledge in the math classroom
This article seeks to encourage math teachers to reflect on the social, political and cultural role of everyday activities in the classroom. To this end, the political connotation of the teaching of mathematics and the socio-political perspective, as another way of guiding ...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879 |
| _version_ | 1801706452379762688 |
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| author | Castellanos, Yefferson |
| author_facet | Castellanos, Yefferson |
| author_sort | Castellanos, Yefferson |
| collection | OJS |
| description | This article seeks to encourage math teachers to reflect on the social, political and cultural role of everyday activities in the classroom. To this end, the political connotation of the teaching of mathematics and the socio-political perspective, as another way of guiding and sharing knowledge, are highlighted. The discussion on the political connotation of the area of mathematics provides an overview of the monoculture of knowledge that permeates teaching in regular schools and turns the school scenario into a replicator of the hegemonic culture, which determines what knowledge to teach and what not to teach. Then, theimportance of teaching mathematics from critical pedagogy is analyzed, since every action in the classroom is political and has social impact. Finally, pedagogical strategies are explored to bring students and educators closer to mathematical knowledge from a reflective andcontextual practice, as a strategy to achieve cultural mathematics. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9879 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-98792021-07-13T03:56:47Z A different perspective, a different way of sharing knowledge in the math classroom Otra mirada, otra forma de compartir saberes en el aula de matemáticas Outra olhada, outra forma de compartilhar conhecimentos na sala de aula de matemática Castellanos, Yefferson education mathematics educator ideology context educación matemática educador ideología contexto educação matemática educador ideologia contexto This article seeks to encourage math teachers to reflect on the social, political and cultural role of everyday activities in the classroom. To this end, the political connotation of the teaching of mathematics and the socio-political perspective, as another way of guiding and sharing knowledge, are highlighted. The discussion on the political connotation of the area of mathematics provides an overview of the monoculture of knowledge that permeates teaching in regular schools and turns the school scenario into a replicator of the hegemonic culture, which determines what knowledge to teach and what not to teach. Then, theimportance of teaching mathematics from critical pedagogy is analyzed, since every action in the classroom is political and has social impact. Finally, pedagogical strategies are explored to bring students and educators closer to mathematical knowledge from a reflective andcontextual practice, as a strategy to achieve cultural mathematics. En este artículo se busca incentivar a los educadores de matemáticas a reflexionar sobre el rol social, político y cultural del quehacer cotidiano en el aula de clase. Para ello, se resaltan la connotación política de la enseñanza de las matemáticas y la perspectiva sociopolítica como otra forma de orientar y compartir saberes. La discusión sobre la connotación política del área de la matemática brinda un panorama de la monocultura del saber, que permea la enseñanza en la escuela regular y convierte el escenario escolar en un reproductor de la cultura hegemónica, el cual determina qué conocimientos enseñar y cuáles no.Luego, se analiza la importancia de enseñar matemáticas desde la pedagogía crítica, puesto que toda acción en el aula es política y tiene incidencia social. Para finalizar, se exploran estrategias pedagógicas para aproximar a educandos y educadores al saber matemático desde una práctica reflexiva y contextual, como estrategia para hacer una matemática cultural. Neste artigo procura-se incentivar aos educadores de matemáticas para refletir sobre o rol social, político e cultural do afazer cotidiano na sala de aula. Para isso, destacam-se a conotação política do ensino das matemáticas e a perspectiva sociopolítica como outra forma de orientar e compartilhar conhecimentos. A discussão sobre a conotação política daárea da matemática oferece um panorama da monocultura do conhecimento, que permeia o ensino na escola regular e converte o espaço escolar num reprodutor da cultura hegemônica, o qual determina que conhecimentos ensinar e quais não. Logo, analisa-se a importância de ensinar matemática a partir da pedagogia crítica, já que toda ação na sala é política e tem incidência social. Finalmente, examinaram-se estratégias pedagógicas para aproximar alunos e educadores ao conhecimento matemático desde uma prática reflexiva e contextual, como estratégia para fazer uma matemática cultural. Universidad Pedagógica y Tecnológica de Colombia 2020-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879 10.19053/22160159.v11.n26.2020.9879 Praxis & Saber; Vol. 11 No. 26 (2020): Educación matemática; e9879 Praxis & Saber; Vol. 11 Núm. 26 (2020): Educación matemática; e9879 Praxis & Saber; Vol. 11 No 26 (2020): Educación matemática; e9879 Praxis & Saber; V. 11 N. 26 (2020): Educación matemática; e9879 Praxis & Saber; v. 11 n. 26 (2020): Educación matemática; e9879 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879/9366 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879/9369 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879/9370 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879/10363 Derechos de autor 2020 Yefferson Castellanos Méndez |
| spellingShingle | education mathematics educator ideology context educación matemática educador ideología contexto educação matemática educador ideologia contexto Castellanos, Yefferson A different perspective, a different way of sharing knowledge in the math classroom |
| title | A different perspective, a different way of sharing knowledge in the math classroom |
| title_alt | Otra mirada, otra forma de compartir saberes en el aula de matemáticas Outra olhada, outra forma de compartilhar conhecimentos na sala de aula de matemática |
| title_full | A different perspective, a different way of sharing knowledge in the math classroom |
| title_fullStr | A different perspective, a different way of sharing knowledge in the math classroom |
| title_full_unstemmed | A different perspective, a different way of sharing knowledge in the math classroom |
| title_short | A different perspective, a different way of sharing knowledge in the math classroom |
| title_sort | different perspective a different way of sharing knowledge in the math classroom |
| topic | education mathematics educator ideology context educación matemática educador ideología contexto educação matemática educador ideologia contexto |
| topic_facet | education mathematics educator ideology context educación matemática educador ideología contexto educação matemática educador ideologia contexto |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9879 |
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