Conceptualizando el proceso de transformación de un profesor de matemáticas en relación con la enseñanza de las matemáticas y la justicia climática:: la historia de Karl

• Tracy Helliwell ^[1] ; Lauren Hennessy ^[2] ; Karl Bushnel ^[2]
  1. [1] University of Bristol
  2. [2] The Castle School
• 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. 85-104
• Idioma: español
• Títulos paralelos:
  • Conceptualising one mathematics teacher’s process of becoming in relation to teaching mathematics and climate justice: The story of Karl
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La historia de Karl tiene como objetivo mostrar la complejidad que implica abordar cuestiones de justicia climática como profesor de matemáticas. Presentamos un texto en capas como proceso y pro-ducto de nuestro análisis para exponer la forma en que un profesor de matemáticas de secundaria, Karl, acepta las contradicciones y recurre a múltiples formas de conocimiento durante su proceso de transfor-mación en relación con la enseñanza de las matemáticas y la justicia climática en el contexto de un pro-grama de desarrollo profesional a pequeña escala. Ilustramos las diferentes formas en que Karl conceptua-liza y pone en práctica la enseñanza de las matemáticas y la justicia climática antes de presentar un marco que llamamos Teaching Mathematics 4Climate Justice(TM4CJ), que consta de cuatro dimensiones. Mostra-mos que TM4CJes relevante para la enseñanza de las matemáticas más allá de las lecciones donde el con-tenido se relaciona directamente con cuestiones de justicia climática, hacia una forma de ser profesor de matemáticas. Se discuten las implicaciones para la formación del profesorado de matemáticas y el desa-rrollo profesional.

  • English

    The story of Karl aims to show the complexity involved in navigating issues of climate justice as a mathematics teacher. We present a layered text as both the process and product of our analysis to demonstrate the way in which one secondary mathematics teacher, Karl, embraces contradictions and draws upon multiple forms of knowing during his process of becoming in relation to teaching mathematics and climate justice in the context of a small-scale professional development programme. We illustrate the different ways in which mathematics teaching and climate justice are conceptualised and enacted by Karl before presenting a framework that we call Teaching Mathematics 4Climate Justice(TM4CJ), consisting of four dimensions. We show that TM4CJis relevant to mathematics teaching beyond lessons where the con-tent relates directly to issues of climate justice, towards a way of being a mathematics teacher. Implications for mathematics teacher education and professional development are discussed

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