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El futuro de la educación matemática a partir del COVID 19: humanos-con-medios o humanos-con-cosas-no-vivientes

  • Borba, Marcelo C. [1] ; Villarreal, Mónica [2] ; Soto, Gabriel [3]
    1. [1] Universidade Estadual Paulista

      Universidade Estadual Paulista

      Brasil

    2. [2] Universidad Nacional de Córdoba

      Universidad Nacional de Córdoba

      Argentina

    3. [3] Universidad Nacional de la Patagonia San Juan Bosco

      Universidad Nacional de la Patagonia San Juan Bosco

      Argentina

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  • Localización: Revista de Educación Matemática (RevEM), ISSN-e 1852-2890, ISSN 0326-8780, Vol. 36, Nº. 3, 2021, págs. 5-27
  • Idioma: español
  • DOI: 10.33044/revem.36050
  • Títulos paralelos:
    • The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things
  • Enlaces
  • Resumen
    • español

      La pandemia de COVID-19 ha cambiado la agenda de la educación matemática. Este cambio se analizará examinando tres tendencias en educación matemática: el uso detecnología digital, la filosofía de la educación matemática y la educación matemática crítica. La tecnología digital se convirtió en una tendencia en la educación matemática en respuesta a la llegada de un artefacto diferente al aula de matemática. Se puso en el punto de mira cuando la pandemia trasladó repentinamente las aulas a la modalidad online en todo elmundo. En este contexto, hay que abordar retos específicos para la educación matemática. El vínculo entre la pandemia de COVID-19 y la tecnología digital en la educación también plantea cuestiones epistemológicas destacadas por la filosofía de la educación matemática y la educación matemática crítica. Utilizando la idea de que la unidad básica de producción de conocimiento a lo largo de la historia es humanos-con-medios, discuto cómo los seres humanos están conectados con el virus, cómo se ha puesto al descubierto la desigualdad social y cómo cambiarán las agendas de estas tres tendencias en la educación matemática. Destaco la urgente necesidad de estudiar cómo ocurre la educación matemática online para los niños, situación en la cual el entorno doméstico y las desigualdades en el acceso a las tecnologías digitales asumen papeles tan significativos. Tenemos que entender el papel político de la agencia de artefactos tales como el hogar, en colectivos de humanos-con-medios-cosas, y por último necesitamos aprender cómo implementar un curriculum que aborde las desigualdades sociales. Este debate se articula con ejemplos.

    • English

      The COVID-19 pandemic has changed the agenda of mathematics education. This change will be analyzed by looking at three trends in mathematics education: theuse of digital technology, philosophy of mathematics education, and critical mathematics education. Digital technology became a trend in mathematics education in response to the arrival of a different kind of artifact to the mathematics classroom. It was thrust into the spotlight as the pandemic suddenly moved classrooms online around the world. Challenges specific to mathematics education in this context must be addressed. The link between the COVID-19 pandemic and digital technology in education also raises epistemological issues highlighted by philosophy of mathematics education and critical mathemat-ics education. Using the notion that the basic unit of knowledge production throughout history is humans-with-media, I discuss how humans are connected to the virus, how it has laid bare social inequality, and how it will change the agendas of these three trends in mathematics education. I highlight the urgent need to study how mathematics education happens online for children when the home environment and inequalities in accessto digital technologies assume such significant roles as classes move online. We need to understand the political role of agency of artifacts such as home in collectives of humans-with-media-things, and finally we need to learn how to implement curricula that address social inequalities. This discussion is intertwined with examples

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