- Nuria.Planas@uab.cat
- Mathematics Education, Grounded Theory, Students' Learning, LANGUAGE DIVERSITY & MULTILINGUAL MATHEMATICS CLASSROOMS, Anna Sfard, Research Methodology, and 14 moreSocio-Political, Mathematics Teacher Education, Classroom Interaction, Socio-cultural, Mathematics Education Pedagogy, Bilingualism and Multilingualism, Language Diversity, Critical Mathematics Education, Learning and Teaching, Teachers Practices, Classroom Discourse, Researches in Mathematics Education, Teaching and Learning Mathematics, and Philosophy of Mathematics Educationedit
- INTRODUCTION Núria Planas is a researcher in mathematics education with a major interest in the study of language an... moreINTRODUCTION
Núria Planas is a researcher in mathematics education with a major interest in the study of language and language diversity in mathematics learning in contexts of poverty and reduced access to basic needs. She is working at Universitat Autònoma de Barcelona (Catalonia-Spain) since 1999, where she was promoted to a Senior Chair in 2006. In 2013 she was honoured with an invited position in a second institution. Currently she is still a Research Fellow at the Department of Mathematics Education of the University of South Africa in accomplishment of a continuation period. In 2013 she was also the recipient of an ICREA Academia Award. Prior to joining the UAB Department, she was a high school teacher of mathematics in highly multilingual classrooms. Following her advances in the integration of diverse views of language use and school mathematics, she has become recently interested in Halliday’s theory. She primarily conducts and works on base-line community engagement and research projects, together with Spanish, European and South African colleagues, to explore discursive practices in multilingual mathematics teaching for quality learning and equity in learning outcomes.
[Webpage at http://pagines.uab.cat/nuria_planas]edit
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For the past decade reform efforts have placed importance on all students being able to participate in collaborative and productive mathematical discourse as an essential component for their learning of mathematics with deep conceptual... more
For the past decade reform efforts have placed importance on all students being able to participate in collaborative and productive mathematical discourse as an essential component for their learning of mathematics with deep conceptual understandings. In this book our intent is to support mathematics education researchers, teacher educators, teachers and policy makers in providing positive solutions to the enduring challenge in mathematics education of enabling all participants including diverse students to equitably access mathematical discourse. By diverse learners we mean learners who are minoritized in terms of gender, disability, or/and social, cultural, ethnic, racial or language backgrounds. We aim to increase understanding about what it means to imagine, design and engage with policy and practice which enhance opportunities for all students to participate in productive mathematical discourse. In widening the lens across policy and practice settings we recognize the interplay between the many complex factors that influence student participation in mathematics. The various chapters tell practical stories of equitable practices for diverse learners within a range of different contexts. Different research perspectives, empirical traditions, and conceptual foci are presented in each chapter. Various aspects of diversity are raised, issues of concern are engaged with, and at times conventional wisdom challenged as the authors provide insights as to how educators may address issues of equitable access of minoritized learners to the mathematical discourse within settings across early primary through to high school, and situated in schools or in family and community settings.
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This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms,... more
This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education. Each chapter draws on research from two or more countries to illustrate important research findings, theoretical developments and practical strategies.
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Page 251. Diciembre de 2008, Número 16, páginas 251-253 ISSN: 1815-0640 L i b r o s L i b r o s L i b r o s L i b r o s Matemática inclusiva: propuestas para una educación matemática accesible Autor: Àngel Alsina y Núria ...
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During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental... more
During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental work with mathematics teachers on the particular resource of mathematics teaching talk is more recent. In order to explore responses related to the importance of this talk, in this paper we consider three sites of practice in mathematics education-research, professional development and teaching-and illustrations of data from or about them, including studies from the literature, and work with secondary school mathematics teachers in Catalonia-Spain and Malawi around the teaching of angles. We argue that tensions permeate these sites of practice when a focus is placed on word use, specifically the practices of naming and explaining, in mathematics teaching talk. We conclude that the importance of mathematics teaching talk is construed through tensions with other resources in language and teaching. Tensions specifically appear in the realisation of mathematics teaching talk as mediational in the work with mathematics teachers on their classroom teaching.
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In the context of refinement of frameworks over the past decades within the domain of mathematics education research on language, the development of more nuanced theories is a challenge. In this issue of ZDM, a number of researchers... more
In the context of refinement of frameworks over the past decades within the domain of mathematics education research on language, the development of more nuanced theories is a challenge. In this issue of ZDM, a number of researchers present their work of exploration and elaboration of theories for the study and understanding of language in mathematics education. Since various relevant frameworks are present in the collection of papers, we use them to consider and evaluate the existing ontology. We aim to answer the following questions: What theories and concepts are visible in the papers? What are the works of some of the authors and terms that seem to be interpreted differently? What does this complexity imply for research in mathematics education? From the answers to these questions, we conclude that the domain can be characterised by its complexity, diversity, and contention. All three phenomena together seem to have the potential to be a strength for the progress of the domain.
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We discuss language diversity in mathematics education research by considering the move from a view of language as representation that strives to correlate concepts, ideas, codes and signs towards addressing the representation politics of... more
We discuss language diversity in mathematics education research by considering the move from a view of language as representation that strives to correlate concepts, ideas, codes and signs towards addressing the representation politics of language. Language as representation of mathematics has framed the discursive construction of language diversity over the years in published research in our field. We argue that the representation politics of language as grounded in cultural and postcolonial studies enables us to see the meanings attributed to language diversity as resulting from a complex 'circuit of culture' in the realm of global and local identity politics. Three questions help us in this endeavour: (1) What are assumed as commonly shared meanings about language diversity? (2) How do they become present in prevailing discourses about the languages of mathematics, teachers and learners? (3) How may a view of language diversity as part of the 'circuit of culture' disturb the normative presence of such assumptions? Keywords Mathematics education research · Language · Language diversity · Politics of representation · Cultural and postcolonial studies · Circuit of culture
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The thinking of language as resource in mathematics education research has been more metaphorical than conceptual so far. This article provides grounds and reasons for the theorization of language as resource. Based on views from... more
The thinking of language as resource in mathematics education research has been more metaphorical than conceptual so far. This article provides grounds and reasons for the theorization of language as resource. Based on views from sociolinguistics and functional grammar, I propose a theorization that considers the social languages of learners and the systems of language as discursive dialectical sites of potential/actual and shared/non-shared meaning production. I illustrate the analysis of a text of a student group work in order to inform the discussion. The approach to data analysis seeks out tensions between potentially realizable and actual meaning in the immediacy of situations embedded in cultures of school mathematics and the official language of instruction. In the midst of social and personal relationships and diverse experiences in/of the world, language is a shifting resource for the communication of tensions regarding languages of learners and the creation of newer situations toward the production of meaning taken as mathematical and shared.
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In this paper, we expand our prior work on mathematics education in contexts of language diversity by elaborating on the three perspectives on language described by Ruiz (NABE J 8(2):15–34, 1984): language-as-right, language-as-resource,... more
In this paper, we expand our prior work on mathematics education in contexts of language diversity by elaborating on the three perspectives on language described by Ruiz (NABE J 8(2):15–34, 1984): language-as-right, language-as-resource, and language-as-problem. We illustrate our arguments with data taken from research contexts in Catalonia-Spain and South Africa. In these two parts of the world, the language policy in education has long been an issue, with a monolingual orientation that values one language (i.e., Catalan in Catalonia and English in South Africa) over others. Throughout the introduction of specific examples of policy documents, classroom practices, and participants’ reports, our main point is that the right of using the students’ languages makes sense because it is itself more than an intrinsic human right; it is an option that potentially benefits the creation of mathematics learning opportunities. Especially for the instances of classroom practices, our examples can be considered as representative in that they point to a common situation in our data: despite the fact of the language of learning and teaching being fixed, there is room for the learners and the teacher to take or react to a decision on what language to use, with whom, and how in concrete moments of the interaction. However, on the basis of our studies and drawing on the literature in mathematics education and language diversity, we argue that language rights are not sufficiently connected to language as a pedagogical resource. The enactment of these rights is still contributing in many ways to the social and political construction of problems concerning the role of certain languages in classroom interaction. We conclude the paper by discussing some possibilities for framing language as a resource that provide effective support to all students’ learning of mathematics.
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En este estudio<NOTAREF Id="1"/> consideramos todos los alumnos como comunicadores matemáticos en potencia, sin excepción de los alumnos pertenecientes a las... more
En este estudio<NOTAREF Id="1"/> consideramos todos los alumnos como comunicadores matemáticos en potencia, sin excepción de los alumnos pertenecientes a las minorías étnicas. El cálculo en contexto pone de manifiesto la importancia de las situaciones, ...
En este artículo se ilustran dos episodios que sirven poro discutir la diversidad de interpretaciones de las normas ea el aula de matemáticas. A pesar de que las normas son recursos imprescindibles para garantizar la comunicación y tienen... more
En este artículo se ilustran dos episodios que sirven poro discutir la diversidad de interpretaciones de las normas ea el aula de matemáticas. A pesar de que las normas son recursos imprescindibles para garantizar la comunicación y tienen la función de dar seguridad y orden a las ...
Acceso de usuarios registrados. Acceso de usuarios registrados Usuario Contraseña. ...
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La enseñanza de esta disciplina en la escuela refleja su carácter universal, pero olvida a menudo el bagaje cultural del alumnado y sus necesidades sociales. Los autores reivindican que se aproveche la diversidad como fuente de riqueza... more
La enseñanza de esta disciplina en la escuela refleja su carácter universal, pero olvida a menudo el bagaje cultural del alumnado y sus necesidades sociales. Los autores reivindican que se aproveche la diversidad como fuente de riqueza para el aprendizaje ...
Este artículo analiza, desde la perspectiva de la formación inicial en Didáctica de las Matemáticas, diversas creencias de los futuros maestros respecto al conocimiento matemático. Algunas de estas creencias son un auténtico obstáculo... more
Este artículo analiza, desde la perspectiva de la formación inicial en Didáctica de las Matemáticas, diversas creencias de los futuros maestros respecto al conocimiento matemático. Algunas de estas creencias son un auténtico obstáculo para avanzar hacia ...
... El que diem, el que no diem i el que esperem que passi a l'aula. Autores: Núria Planas; Localización: Perspectiva escolar, ISSN 0210-2331, Nº 242, 2000 (Ejemplar dedicado a: Matemàtiques per a tothom) , pág. 44.... more
... El que diem, el que no diem i el que esperem que passi a l'aula. Autores: Núria Planas; Localización: Perspectiva escolar, ISSN 0210-2331, Nº 242, 2000 (Ejemplar dedicado a: Matemàtiques per a tothom) , pág. 44. Fundación Dialnet. Acceso de usuarios registrados. ...
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En este artículo me propongo, por un lado, revisar críticamente la noción de lengua mediante el análisis de prácticas en aulas de matemáticas y, por otro, contribuir a la tarea de conceptualizar dicha noción desde una perspectiva social y... more
En este artículo me propongo, por un lado, revisar críticamente la noción de lengua mediante el análisis de prácticas en aulas de matemáticas y, por otro, contribuir a la tarea de conceptualizar dicha noción desde una perspectiva social y pedagógica. Para abordar ambos propósitos, me centro en el caso del aula de matemáticas bilingüe, por ser donde vengo desarrollando mi labor científica más reciente. Sostengo que el uso de una noción demasiado general y teóricamente débil de lengua en educación matemática obstaculiza la comprensión del papel mediador de las lenguas de los estudiantes en el aprendizaje de las matemáticas. Elaboro este supuesto con datos de mi contexto para argumentar la posibilidad de una fundamentación que, a
las metáforas imperantes de la lengua como derecho y como problema, añada la metáfora de la lengua como recurso. La triple caracterización de la lengua como derecho, problema y recurso asume en última instancia que la función básica de las lenguas de los estudiantes en el aula es contribuir a la creación colectiva de oportunidades de aprendizaje.
las metáforas imperantes de la lengua como derecho y como problema, añada la metáfora de la lengua como recurso. La triple caracterización de la lengua como derecho, problema y recurso asume en última instancia que la función básica de las lenguas de los estudiantes en el aula es contribuir a la creación colectiva de oportunidades de aprendizaje.
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Resumen En este artículo exploramos la noción de práctica educativa teniendo en cuenta cambios en el discurso del pro-fesor y en los discursos de los alumnos a raíz de la interacción entre unos y otros en un aula de matemáticas. Partimos... more
Resumen En este artículo exploramos la noción de práctica educativa teniendo en cuenta cambios en el discurso del pro-fesor y en los discursos de los alumnos a raíz de la interacción entre unos y otros en un aula de matemáticas. Partimos de las teorías socioculturales del habla ...
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Page 1. Educación Matemática Santillana aliavi@prodigy.net.mx ISSN (Versión impresa): 1665-5826 MÉXICO 2006 Núria Planas MODELO DE ANÁLISIS DE VIDEOS PARA EL ESTUDIO DE PROCESOS DE CONSTRUCCIÓN ...
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Las tasas de fracaso escolar más altas en las sociedades modernas se dan entre los alumnos inmigrantes. Esta pauta se mantie-ne e incluso incrementa en el caso de las matemáticas escolares. En la actualidad, la proliferación de trabajos... more
Las tasas de fracaso escolar más altas en las sociedades modernas se dan entre los alumnos inmigrantes. Esta pauta se mantie-ne e incluso incrementa en el caso de las matemáticas escolares. En la actualidad, la proliferación de trabajos en educación matemática en ...
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... Escogemos como unidad principal de observación una sesión de aula donde se propone la resolución de un problema a fin de identificar la variedad de interpreta-ciones de la norma matemática llamada «criterios de legitimación de un... more
... Escogemos como unidad principal de observación una sesión de aula donde se propone la resolución de un problema a fin de identificar la variedad de interpreta-ciones de la norma matemática llamada «criterios de legitimación de un proceso de resolución matemático». ...
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In the introduction section of the book edited by Schwarz, Dreyfus and Hershkowitz (2009), it is argued the importance of analyzing the processes involved in classroom interaction to explore what is under the shared construction of... more
In the introduction section of the book edited by Schwarz, Dreyfus and Hershkowitz (2009), it is argued the importance of analyzing the processes involved in classroom interaction to explore what is under the shared construction of mathematical knowledge. To represent optimal ...
WORKING GROUP 1/GROUPE DE TRAVAIL 1 14 Teaching mathematics in multicultural classrooms: from differences to commonalities Núria Gorgorió, Núria Planas Universitat Autònoma de Barcelona (Spain) Abstract Mathematics teachers find immigrant... more
WORKING GROUP 1/GROUPE DE TRAVAIL 1 14 Teaching mathematics in multicultural classrooms: from differences to commonalities Núria Gorgorió, Núria Planas Universitat Autònoma de Barcelona (Spain) Abstract Mathematics teachers find immigrant students to be ...
Abstract: We interpret immigrant students' learning experience as a transition process between contexts of mathematical practice. Transition processes can be studied through the analysis of the different meanings that the... more
Abstract: We interpret immigrant students' learning experience as a transition process between contexts of mathematical practice. Transition processes can be studied through the analysis of the different meanings that the individuals participating in the classroom attach to the ...
Language and discursive practices shape the concepts and processes that organize much of the everyday situations in the mathematics classroom. In their work, Enyedy et al. (2008) refer to revoicing as a discursive practice to promote a... more
Language and discursive practices shape the concepts and processes that organize much of the everyday situations in the mathematics classroom. In their work, Enyedy et al. (2008) refer to revoicing as a discursive practice to promote a deeper conceptual understanding of ...
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This paper presents a report on how a group of immigrant bilingual students use their languages in the learning of mathematics. We have developed our research with immigrant bilinguals in Catalonia, Spain, that arrived at a young age from... more
This paper presents a report on how a group of immigrant bilingual students use their languages in the learning of mathematics. We have developed our research with immigrant bilinguals in Catalonia, Spain, that arrived at a young age from South-American countries. We ...
In this paper we discuss the adequacy of using a collaborative model as a research approach for studying the dynamics of a multicultural mathematics classroom 1 . The goal of the research is the analysis of the immigrant... more
In this paper we discuss the adequacy of using a collaborative model as a research approach for studying the dynamics of a multicultural mathematics classroom 1 . The goal of the research is the analysis of the immigrant students' processes of adapting to a new cultural context, ...
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Este artículo desarrolla problemáticas que pueden ser consideradas paralelas a las que actualmente se presentan en las clases de enseñanza obligatoria en nuestro país y desvela claves de intervención ante grupos de alumnos heterogéneos,... more
Este artículo desarrolla problemáticas que pueden ser consideradas paralelas a las que actualmente se presentan en las clases de enseñanza obligatoria en nuestro país y desvela claves de intervención ante grupos de alumnos heterogéneos, donde se ha de impartir un ...
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Biblioteca de la Universidad Complutense de Madrid, Base de datos de artículos de revistas, ...
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During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental... more
During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental work with mathematics teachers on the particular resource of mathematics teaching talk is more recent. In order to explore responses related to the importance of this talk, in this paper we consider three sites of practice in mathematics education—research, professional development and teaching—and illustrations of data from or about them, including studies from the literature, and work with secondary school mathematics teachers in Catalonia-Spain and Malawi around the teaching of angles. We argue that tensions permeate these sites of practice when a focus is placed on word use, specifically the practices of naming and explaining, in mathematics teaching talk. We conclude that the importance of mathematics teaching talk is construed through tensions ...
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En este artículo presentamos datos de un estudio en torno a los discursos sobre la argumentación en clase de matemáticas elaborados por un grupo de profesores de secundaria. En concreto, explicamos un resultado que pone de relieve el... more
En este artículo presentamos datos de un estudio en torno a los discursos sobre la argumentación en clase de matemáticas elaborados por un grupo de profesores de secundaria. En concreto, explicamos un resultado que pone de relieve el siguiente fenómeno: al identificar argumentaciones matemáticas en episodios de clase, varios profesores buscaron evidencias del carácter argumentativo en el contexto del aula y de la tarea, relegando aspectos epistémicos más generales. En sus distintas respuestas, estos profesores priorizaron dónde se produjo la argumentación sobre cómo se produjo.The Role of Context in the Identification of Mathematical Argumentations by a Group of TeachersIn this article, we present the data from a study on discourses about argumentation in the mathematics classroom by a group of secondary teachers. In particular, we explain a result that points to the following phenomenon: when teachers identify mathematical argumentations in lesson episodes, some of them search for ...
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En este texto, reviso avances de la investigacion en educacion matematica y lengua a fin de compartir parte del conocimiento generado en este dominio. Esta tarea de revision ha de servir como recurso para aquellos academicos con interes... more
En este texto, reviso avances de la investigacion en educacion matematica y lengua a fin de compartir parte del conocimiento generado en este dominio. Esta tarea de revision ha de servir como recurso para aquellos academicos con interes en construir una cierta comprension sobre que se sabe en la actualidad, especialmente en relacion con el aprendizaje matematico multilingue. Bajo el supuesto de que la produccion de conocimiento siempre se da en el nivel de la teoria, empiezo con consideraciones sobre las teorias sociales de la ensenanza y del aprendizaje de matematicas. Estas son las teorias que estan contribuyendo principalmente, por una parte, a la expansion del dominio y, por otra, a la refinacion de lineas especificas de desarrollo.
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This report is a summary of the questions, comments and issues brought up in the ETC4 panel of three expert researchers on mathematics and language. The purpose of this panel was to discuss: (1) What do we mean by the language of the... more
This report is a summary of the questions, comments and issues brought up in the ETC4 panel of three expert researchers on mathematics and language. The purpose of this panel was to discuss: (1) What do we mean by the language of the learner, of the teacher and of mathematics? (2) What are today the opportunities and challenges of classroom-based research on mathematics and language? The major recommendations and position statements included: (i) Develop more nuanced theoretical frameworks for the understanding of the politics of language use in the mathematics classroom (ii) Re-evaluate conceptualizations of languages and speakers in terms of distinctions, differences, dichotomies and difficulties (iii) Conduct more language-related design research for teaching and learning of specific mathematical content areas.
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We begin by briefly examining the relevance of the study of language in mathematics education research, as well as some of the collaborative forms in which TWG09 is moving the study of language forward in the field. To provide reasons for... more
We begin by briefly examining the relevance of the study of language in mathematics education research, as well as some of the collaborative forms in which TWG09 is moving the study of language forward in the field. To provide reasons for the recent contributions by TWG09, we summarise lines of concern and tendencies that come from our reading of the set of papers and posters presented at CERME9. We build on the review work by Morgan (2013) to argue for the consolidation of such a diversity of lines of concern and tendencies in the contemporary agenda of the domain. The discussion of accomplished goals of the agenda points to a number of challenges and priorities in the context of TWG09 – its participants, their interaction and their activity.
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KEYWORDS Translation. Interpretation. Representation. Multiplied Numbers. Language Structure ABSTRACT This paper reports on data collected from African language-speakers in South Africa whose experience of mathematics teaching takes place... more
KEYWORDS Translation. Interpretation. Representation. Multiplied Numbers. Language Structure ABSTRACT This paper reports on data collected from African language-speakers in South Africa whose experience of mathematics teaching takes place in a language that is not their own. The work is theoretically underpinned in the social and situated perspectives of mathematics learning. Major findings from the case of two African language- speakers reported here provide a strong argument for the consideration of the role and structure of language in the teaching and learning of multiplication to African speaking learners in the multilingual classroom. The importance of paying attention to the difference that diverse language speakers attach meaning to multiplied numbers is highlighted in order to ensure that their representation in not lost in the translation. The paper also suggest alternative ways of expressing multiplied numbers in African languages in ways that will not compromise their un...
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The European Society for Research in Mathematics Education (ERME) holds a biennial conference (CERME) in which research is presented and discussed in Thematic Working Groups (TWGs). The initiative, which began in the September 2017... more
The European Society for Research in Mathematics Education (ERME) holds a biennial conference (CERME) in which research is presented and discussed in Thematic Working Groups (TWGs). The initiative, which began in the September 2017 Newsletter, of introducing the working groups continues here, focusing on ways in which European research in the field of mathematics education may be interesting or relevant for research mathematicians. The aim is to extend the ERME community with new participants, who may benefit from hearing about research methods and findings and who may contribute to future CERMEs.
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Research is always carried out from a standpoint, an epistemological stance that shapes the ontological assumptions about what is being researched, even though the researchers might be unaware of or unconcerned about what it is. Despite... more
Research is always carried out from a standpoint, an epistemological stance that shapes the ontological assumptions about what is being researched, even though the researchers might be unaware of or unconcerned about what it is. Despite apparently being evident, this assertion needs to be revisited when reviewing the insertion of socio-cultural approaches to mathematics thinking, learning and education in the last 10 years of research in PME.
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Research Interests: Philosophy, Humanities, Languages and Linguistics, Multilingualism, Mathematics Education, and 13 moreStudents, Bilinguism and Multilinguism, Classroom Practices, EDUCACION MATEMÁTICA, DIVERSIDAD, Geometría, Teaching and Learning Mathematics, Estudiantes, Mathematics Learning, Multilingüismo, Aprendizaje Matemático, Prácticas socioculturales, and Prácticas de aula
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Este capítulo consta de dos bloques. En primer lugar, resumimos nuestra interpretación sobre la participación en el aula de matemáticas. En este bloque no pretendemos definir la noción de participación, cuyos significados son muy... more
Este capítulo consta de dos bloques. En primer lugar, resumimos nuestra interpretación sobre la participación en el aula de matemáticas. En este bloque no pretendemos definir la noción de participación, cuyos significados son muy complejos y requerirían mucho más ...
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La atencion sistematica a la funcion de la lengua del profesor en clase sigue siendo un reto de la formacion del profesorado de matematicas. Con el objetivo ultimo de desarrollar contenidos formativos basados en resultados de la... more
La atencion sistematica a la funcion de la lengua del profesor en clase sigue siendo un reto de la formacion del profesorado de matematicas. Con el objetivo ultimo de desarrollar contenidos formativos basados en resultados de la investigacion en el aula que informen sobre la identificacion y el diseno de soportes linguisticos matematicamente relevantes para el trabajo de componentes del curriculo, analizamos la significacion del registro matematico en la lengua del profesor. En este texto, nos centramos en el caso de los verbos relacionales y los complementos linguisticos asociados que son de necesaria lexicalizacion para restringir el campo semantico en la ensenanza de la ecuacion cuadratica. Concluimos sobre la importancia de anticipar, en la preparacion de la ensenanza, aspectos de precision linguistica con impacto en la produccion del registro matematico escolar y en la comprension de conceptos como el de ecuacion cuadratica.
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Nuestra revista está viviendo tres transiciones conectadas en las direcciones de: (i) llegar a ser más internacional, (ii) llegar a ser más influyente y (iii) llegar a ser más formativa. Como mecanismo al servicio de la comunidad de... more
Nuestra revista está viviendo tres transiciones conectadas en las direcciones de: (i) llegar a ser más internacional, (ii) llegar a ser más influyente y (iii) llegar a ser más formativa. Como mecanismo al servicio de la comunidad de investigación en educación matemática, AIEM es un proyecto de contribución al desarrollo de esta comunidad mediante acciones dirigidas a situarse e impactar en el estado del arte de mayor nivel – que es necesariamente internacional – y a apoyar a los investigadores para que sus artículos sean útiles a estos dos fines. Este editorial problematiza ciertas interpretaciones de ‘internacional’, ‘influyente’ y ‘formativa’ y apuesta por la priorización de significados científicos.
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Situaciones tan cotidianas en la vida del alumnado como la compra de un envase de chicles o el anuncio de un automovil supuestamente ecologico son analizadas en la clase de Matematicas no solo para trabajar contenidos de esta asignatura,... more
Situaciones tan cotidianas en la vida del alumnado como la compra de un envase de chicles o el anuncio de un automovil supuestamente ecologico son analizadas en la clase de Matematicas no solo para trabajar contenidos de esta asignatura, sino tambien para estimular el sentido critico y fomentar el consumo responsable.
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Biblioteca de la Universidad Complutense de Madrid, Base de datos de artículos de revistas, ...
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Tras decadas de investigacion sobre el papel de las normas sociomatematicas en educacion matematica, en este capitulo revisamos el momento historico de esta linea de estudio e introducimos la nocion de norma fundamental. Mientras que las... more
Tras decadas de investigacion sobre el papel de las normas sociomatematicas en educacion matematica, en este capitulo revisamos el momento historico de esta linea de estudio e introducimos la nocion de norma fundamental. Mientras que las normas sociomatematicas aportan criterios prescriptivos para valorar la adecuacion de practicas matematicas de aula, hay una norma de orden superior que fundamenta y unifica el conjunto de practicas a modo de sistema cultural. Si esta norma se pudiera expresar por escrito, simplemente diria que el alumno debe hablar y escribir las matematicas en clase como lo haria un profesor de matematicas. Este es el punto de partida de la lectura renovada del caso de Khadija, documentado en Planas (2002). Reconocemos la fuerte influencia en nuestro pensamiento actual de las teorias sociales, culturales y politicas de la ensenanza y del aprendizaje de las matematicas.
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grade African American student, documents in detail the ways in which those in authority in his school “pathologized Jay’s family structure, his cultural way of being” (p. 194) such that he was labeled as having low ability and was held... more
grade African American student, documents in detail the ways in which those in authority in his school “pathologized Jay’s family structure, his cultural way of being” (p. 194) such that he was labeled as having low ability and was held to lower expectations by his teacher. Even after Collins shared samples of his work that clearly exhibited cognitive strengths, Jay’s teacher “still responded to Jay as though he were less than capable” (p. xiii). Th e teacher’s beliefs about Jay’s abilities and, consequently, his academic needs were premised on a defi cit model and reinforced by labels applied to him by the schooling process, leading her to discount evidence of his achievements as somehow immaterial. Although perhaps unintentional, the actions of his teacher served to limit the possibilities for Jay’s success. A practice exists in the United States of using school as a location in which to label students according to some perceived “ability” and separate them into diff erent levels ...
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Quan ens preguntem com es i com hauria de ser la matematica a l’escola, es dificil no parar atencio al paper i l’us de certs valors a les classes de matematiques. Percebre la importancia dels valors en aquest ambit de l’escola passa per... more
Quan ens preguntem com es i com hauria de ser la matematica a l’escola, es dificil no parar atencio al paper i l’us de certs valors a les classes de matematiques. Percebre la importancia dels valors en aquest ambit de l’escola passa per entendre que no hi ha practica matematica autentica sense la promocio d’uns determinats valors. El respecte a la diversitat, la creativitat, la participacio i el pensament critic son condicions ineludibles per al treball matematic.