La creación de escenarios educativos de aprendizaje de las matemáticas, como una posibilidad de inclusión y participación igualitaria. El caso de la inequidad entre hombres y mujeres

Abstract

Since my constitution as a critical, political subject and with a social sense, always I have been disquieted by the problems that society is going through. One of them is the gender inequality in Colombia. This intention research comes from an own experience in the mathematics classroom and from the social responsibility that my profession requires as a teacher. This document allows to evidence a personal narrative from the feelings that I experienced during my research experience about an approach to the problem that recently has been gaining strength in Latin America, this is about gender inequality in the classroom of mathematics. However, some investigations seek to reveal the causes of said inequity and enunciate them, my research purpose is not to corroborate or not existence of these. My purpose was to identify the relationships that are woven in young people from tenth grade in the middle of an educational learning scenario, which was named is 'I project my life through mathematics. The theoretical perspective that I used was critical mathematical education, where I understand the importance of a mathematics education for all. Looking to establish the relationship between the theoretical and the methodological I decide to work from critical research as a methodological framework.