La democracia en el aula de matemáticas

Abstract

Since the focus of the Mathematics Education Criticism [ EMC ] arise aspects which considers the nature of mathematical knowledge and how it is developed in the classroom and puts it Valero ( 2007) " Mathematics empower , and showing a worldview "that allows different types of interactions ( student-student , teacher - student and student- teacher - knowledge) that occur inside and outside the school environment , sometimes it can be observed that" in the mathematics classroom gives an autocratic interaction when mathematics as a tool of obedience, in which the teacher maintains a reputation due to the status of mathematical knowledge "are used . Mora (1996, p. 85), in order to further develop actions that trigger aspects of democracy and characteristics that enable a culture of harmonious class in which the teaching-learning process is accompanied by the community, coflexión, deliberation and transformation of daily and social practices, this paper proposes to establish the contributions of class culture and the construction of mathematical knowledge in enhancing democracy.