“Antes de Dividir, se Tiene que Sumar” ‘Entre-vistar’ Porvenires de Estudiantes Indígenas
Keywords:
Porvenir de estudiantes, Posición cultural fronteriza, Diversidad cultural, Construcción de significado, Indígenas del Brasil, Students foregrounds, Borderland Position, Cultural Diversity, Meaning Construction Mathematics Education, Brazilian IndigenousAbstract
Resumen
La diversidad cultural de los estudiantes es un factor importante de considerar en una educación matemática que se preocupa por la equidad. Sostenemos que la significación de la educación matemática no está dada sólo por la comprensión de conceptos matemáticos sino también por el porvenir de los estudiantes, es decir, la percepción de sus posibilidades futuras en la vida tal como aparecen al individuo debido a su contexto sociopolítico. Para los estudiantes que están en una posición cultural fronteriza, diferentes razones e intenciones para comprometerse con en el aprendizaje de las matemáticas pueden estar relacionadas con la construcción de significado en matemáticas. A través de ‘entre-vistar’ los porvenires de algunos estudiantes indígenas del Brasil, iluminamos los diferentes tipos de significación que ellos dan a la educación matemática en su situación particular.
Abstract
Students’ cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by the students’ foreground, that is, the students’ perception of their future possibilities in life as made apparent to the individual by his/her socio-political context. For students in a cultural borderline position different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students’ foregrounds, we illuminate the different types of significance given to mathematics education in their particular situation.
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