Abstract

MIRANDA, Isaias  and  GOMEZ-BLANCARTE, Ana Luisa. Teaching mathematics from the perspective of the theory of Communities of Practice. Educ. mat. [online]. 2018, vol.30, n.3, pp.277-296.  Epub Feb 07, 2022. ISSN 2448-8089.  https://doi.org/10.24844/em3003.11.

In this essay we propose an analysis of the teaching of mathematics based on the concepts of community of practice, negotiation of meaning, brokering, and boundary objects, which emerged in the Theory of Communities of Practice. The analysis is based on two assumptions: 1) mathematics teachers form a community of practice during their professional practice; 2) this community is made up of four practices, identified as: teaching, management, training, and academia. Thus, the proposal is to examine the practice of mathematics teaching in relation to management, training, and academia. It is argued that this relationship is possible by conceiving the teacher as a broker who incorporates the information generated by the boundary objects produced in management, training, and academic practices into his or her teaching practice. It is proposed that this relationship is only possible if the teacher negotiates the meanings of these boundary objects. It ends with a reflection on how this analysis might raise new questions about the type of communication the teacher should encourage in the classroom.

Keywords : Mathematics teaching; mathematics teacher; social theory of learning; communities of practice.

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