Escenarios de aprendizaje en la educación matemática crítica, una revisión documental

Abstract

This document gives an account of the investigative process of a documentary analysis around the learning scenarios from the perspective of critical mathematical education in academic production in Bogotá. For this, documents that were published in the period from 2009 to 2016 were taken as references in two mathematical education academic events: ECME (Colombian Meeting of Educational Mathematics) and EDEM (District Encuentro de Educación Mathematica). In the first part the importance of the methodology is presented, where Planas and Valero (2016), Planas (2010), Llinares (2008), Kato and Silva (2012) play a fundamental role, since that is where elements that are recognized are recognized. they contribute not only to the consolidation of the documentary Corpus, but also to the methodology used. Likewise, a second part establishes an initial position on the learning scenarios in EMC through the study of works developed by various authors (García et al., 2013, Valero, 1999, García, 2010, Mancera et al., 2014, Skovsmose, 2012, García, Valero and Camelo, 2013), finally the emerging categories of the analysis process are presented, which allow to consolidate a conceptual network that relates them and metatexts that account for each of them. It is noteworthy that in the course of all the research there are elements of a critical nature that were related to the contributions of Vithal (2000) who states that in an investigation from the mathematical critical education should be identified and discussed as key aspects: choice, negotiation, reciprocity, reflexivity, subjectivity-objectivity, context and emancipation.