Socioepistemology, social practices and mathematical culture: Methodological components in the analysis of academic experience of teachers
María Teresa Martinez Acosta- Alberto Camacho Ríos
- Bertha Ivonne Sánchez Luján
Published 2022-12-21
Keywords
- Cultura,
- metodologías,
- práctica docente,
- proceso enseñanza aprendizaje,
- matemática educativa
- Culture,
- methodologies,
- educational practice,
- teaching learning process,
- educational mathematics
How to Cite
Copyright (c) 2022
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
In this work, we briefly present the contributions of some researchers in educational mathematics. We describe concepts of a qualitative study that are undeveloped in this discipline. We analyze the socioepistemology, social practices and the mathematics culture surrounding the activity of the professor. We also explain how those components, by appropriating them as a methodological procedure in an investigation with an approach to the teaching process in an engineering bachelor’s study, can be an effective tool to comprehend and design an instrument that helps obtain information about the experiences of a group of Mathematics professors. We add a proposal of a six-phase model, to facilitate a structural monitoring of the methodology according to the socioepistemology approximation. We describe as well the influence of the vocational and non-vocational training in educational practices. We intend to continue with the design of the instrument that is used as a preceding activity, and to share its results.
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