Redimat

REDIMAT- Revista de investigación en didáctica de las matemáticas
Vol. 1 No. 1 (2012)
http://revistashipatia.com/index.php/redimat/issue/current

ISSN 2014-3621
Ubiratán D'AmbrosioMathematicians, Mathematics Educators and the State of the World
5-28
Abstract: This paper is, essentially, the transcription of my conference at the conference CIEAEM 63, promoted by the CIEAEM/Commission forthe Study and Improvement of Mathematics Teaching, held in Barcelona, Spain, from 24 to 29 July 2011. The main objective of the CIEAEM, since its foundation, in the fifties, has been to analyze theactual conditions and the possibilities for the development of mathematics education in order to improve the quality of teaching mathematics. The annual conferences are the essential means for realizingthis goal. The main theme of the annual conference of 2011 was “Facilitating access and participation: Mathematical practices inside and outside the classroom”. I understand access and participationas Social Justice.


Rochelle Gutierrez
Embracing nepantla: rethinking "knowledge" and its use in mathematics teaching
29-56
Abstract: Although educational researchers are moving beyond purelypsychological and cognitive models of learning to consider the ways in which mathematics teaching might reach a more diverse student population, this work remains in its infancy, and the concept of“knowledge” is rarely questioned. This paper begins with the idea that mathematics education has much to gain from perspectives in Latin@ studies. I draw on the work of Gloria Anzaldúa, specifically herconcepts of “conocimiento” and “Nepantla” to bring a more holistic/connected perspective to the “knowledge” teachers may need for teaching and highlight how it might align with broader definitions ofmathematics. I also offer examples from a partnership with a Chicago high school to show how preservice teachers move through cycles of knowledge construction. Implications for teacher education,...