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Hacia una práctica socioecológica de la formación del profesorado de matemáticas

  • Alf Coles [1]
    1. [1] University of Bristol
  • Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 23, 2023 (Ejemplar dedicado a: Formación de Profesores de Matemáticas para la Sostenibilidad (FPMpS): una agenda de investigación emergente), págs. 19-35
  • Idioma: español
  • Títulos paralelos:
    • Towards a socio-ecological practice of mathematics teacher education
  • Enlaces
  • Resumen
    • español

      Este artículo teórico es una respuesta al llamamiento de la UNESCO en favor de un nuevo con-trato social para la educación en el contexto de la formación de profesores de matemáticas. En el artículo se exponen cuatro principios en los que se basan las prácticas “socioecológicas” en la educación matemá-tica: no tomar la naturaleza como un trasfondo fijo de preocupaciones; evitar el error epistemológico de tomar al individuo como unidad de aprendizaje; cuestionar lo que está centrado en nuestro trabajo; avanzar hacia una ética dialógica. El artículo considera el “qué” y el “cómo” de la formación del profesorado de matemáticas desde esta perspectiva socioecológica. En términos del “cómo” se argumenta que una ética dialógica presta atención al potencial de que un formador de profesores de matemáticas adopte una “me-taperspectiva” en las relaciones con los futuros profesores, reconociendo a estos futuros profesores como “profesores” desde el comienzo de un curso de formación. En contextos en los que el “qué” de la formación del profesorado de matemáticas está muy limitado, el “cómo” de las prácticas socioecológicas aún puede ser posible de promulgar.

    • English

      This theoretical article is a response to UNESCO’s call for a new social contract for education, in the context of mathematics teacher education. The article sets out four principles behind “socio-eco-logical” practices in mathematics education: not taking nature as a fixed background for concerns; avoid-ing the epistemological error of taking the individual as the unit of learning; questioning what is centred in our work; moving towards a dialogic ethics. The article considers the “what” and the “how” of mathe-matics teacher education, from this socio-ecological perspective. In terms of the “how”, it is argued a di-alogic ethics prompts attention to the potential for a mathematics teacher educator taking a “meta-per-spective” in relationships with prospective teachers, recognising those prospective teachers as “teach-ers”, from the start of a teacher education course. In contexts where the “what” of mathematics teacher education is highly constrained, the “how” of socio-ecological practices may still be possible to enact

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