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

Autores/as

DOI:

https://doi.org/10.35763/aiem23.5533

Palabras clave:

Justicia Climática, Enseñanza de las matemáticas, Formación y desarrollo profesional del profesorado de matemáticas, Texto en capas

Resumen

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 producto 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 transformación en relación con la enseñanza de las matemáticas y la justicia climática en el contexto de un programa de desarrollo profesional a pequeña escala. Ilustramos las diferentes formas en que Karl conceptualiza y pone en práctica la enseñanza de las matemáticas y la justicia climática antes de presentar un marco que llamamos Teaching Mathematics 4 Climate Justice (TM4CJ), que consta de cuatro dimensiones. Mostramos que TM4CJ es relevante para la enseñanza de las matemáticas más allá de las lecciones donde el contenido 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 desarrollo profesional.

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Citas

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Publicado

2023-04-28

Cómo citar

Helliwell, T., Hennessy, L., & Bushnell, K. (2023). 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. Avances De Investigación En Educación Matemática, (23), 85–104. https://doi.org/10.35763/aiem23.5533