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Revista latinoamericana de investigación en matemática educativa
versión On-line ISSN 2007-6819versión impresa ISSN 1665-2436
Resumen
SEPULVEDA OBREQUE, Karla y LEZAMA ANDALON, Javier. Teachers' epistemology of school mathematical knowledge: a case study. Relime [online]. 2021, vol.24, n.2, pp.177-206. Epub 12-Sep-2022. ISSN 2007-6819. https://doi.org/10.12802/relime.21.2423.
It was sought to know the epistemology of the teachers on school mathematical knowledge. The study was framed in the Socioepistemological Theory, understanding mathematics as a human activity from epistemic relativism. This qualitative study used microscopic analysis to form categories and then dialectically analyzed those categories. The investigative interest arose when observing the influence of Eurocentrism, the mono epistemism of the school and the absence of some knowledge in teaching. The epistemology of the teacher influences his teaching and affects the school model as a tool for change or social continuity. The results showed that teachers mostly understand mathematics as a priori knowledge, assigning to human action the role of discovering, interpreting or formalizing it.
Palabras llave : Socioepistemology; Mathematical school knowledge; Teacher epistemology.