Teorías y metodologías sugeridas para abordar la visión sociocultural de las matemáticas.
Fecha
2015
Autores
Martinez Rodriguez, Margot
Chavarría Vásquez, Jesennia
Gavarrete Villaverde, María Elena
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Nacional (Costa Rica)
Resumen
Este artículo muestra el producto de
diversas actividades que integran los
aspectos histórico, filosófico y pedagógico
desde la visión sociocultural de las
matemáticas, desarrolladas en el marco del
Proyecto Museo Virtual “Juan Félix Martínez”
de Historia y Filosofía de las Matemáticas
desde una Visión Sociocultural. De este
modo, se busca promover la investigación
en esta línea, a la vez ofrecer una revisión
de pautas teóricas y metodológicas que
pueden servir como fundamentación para
futuros trabajos.
En primer lugar, se presenta una lista
explicativa de las teorías y metodologías
que las autoras han juzgado relevantes
para abordar la educación matemática
desde una visión sociocultural, en particular
aquellas que consideran los significados
asociados a los signos en el lenguaje y las
que promueven la innovación curricular a
partir del estudio del contexto.
A través de un análisis de los
elementos característicos de esas teorías,
se elaboró un esquema que muestra las
relaciones y coincidencias entre ellas.
En cuanto a las tendencias
metodológicas, cada una de las teorías
expuestas propone sus propios diseños;
sin embargo, congruentemente con los
propósitos que este documento plantea,
se recomienda el enfoque cualitativo
- etnográfico - participativo, como un
camino apropiado para investigaciones en
educación matemática, cuyo abordaje
incluya la visión sociocultural de las
matemáticas. Para finalizar, se plantean
algunas normas que deben ser respetadas
por los investigadores, de modo que sus
resultados tengan validez ética.
This article shows the result of some activities that integrate the historical, philosophical and pedagogical aspects from the sociocultural view of mathematics, developed under the Project Virtual Museum “Juan Felix Martinez” History and Philosophy of Mathematics from a sociocultural vision. Thus, it seeks to promote research in this line, while providing a review of theoretical and methodological guidelines that can serve as a foundation for future work. It offers an explanatory list of theories and methodologies that the authors have assessed as relevant to approach mathematical education from a sociocultural vision, especially those which consider the meanings associated with the signs in the language and promote curriculum innovation from the context study. From an analysis of the characteristic features of these theories, a diagram showing the relationships and similarities between them was developed. As for the methodological trends, each of the explained theories proposed their own designs; however, consistently with the purposes that this document sets, a participatory ethnographic and qualitative approach is recommended as an appropriate way to research in mathematical education that includes a sociocultural view of mathematics. Finally, some rules that must be respected by the investigators, for their results to have ethical validity, are presented.
This article shows the result of some activities that integrate the historical, philosophical and pedagogical aspects from the sociocultural view of mathematics, developed under the Project Virtual Museum “Juan Felix Martinez” History and Philosophy of Mathematics from a sociocultural vision. Thus, it seeks to promote research in this line, while providing a review of theoretical and methodological guidelines that can serve as a foundation for future work. It offers an explanatory list of theories and methodologies that the authors have assessed as relevant to approach mathematical education from a sociocultural vision, especially those which consider the meanings associated with the signs in the language and promote curriculum innovation from the context study. From an analysis of the characteristic features of these theories, a diagram showing the relationships and similarities between them was developed. As for the methodological trends, each of the explained theories proposed their own designs; however, consistently with the purposes that this document sets, a participatory ethnographic and qualitative approach is recommended as an appropriate way to research in mathematical education that includes a sociocultural view of mathematics. Finally, some rules that must be respected by the investigators, for their results to have ethical validity, are presented.
Descripción
Palabras clave
MATEMATICAS, SOCIOCULTURAL, MATHEMATICS, EDUCACION, TEORIA, RESEARCH METHODS