Democratic mathematical practices

Analysis of a school experience

Authors

  • Yuly Vanegas Universitat de Lleida
  • Joaquín Giménez Universitat de Barcelona

DOI:

https://doi.org/10.35763/aiem.v0i19.417

Keywords:

Democratic mathematical practices, classroom norms, meaning construction, length measure.

Abstract

In this article we propose the characterization of the democratic mathematical practices promoted in a mathematics classroom with 12-13-year-old students focused on the teaching and learning of the length measurement. It is shown that the promotion of such practices makes it possible to successfully negotiate mathematical meanings. An analysis is carried out in which, in addition to the identification of democratic mathematical practices, we observe norms to describe and interpret the interactive processes that shape the participation of teacher and students in the lessons. The results indicate a predominance of practices related to the articulation and resolution of conflicts. It is also found that each type of democratic mathematical practice relates to a certain type of norm.

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Published

2021-05-02

How to Cite

Vanegas, Y., & Giménez, J. (2021). Democratic mathematical practices: Analysis of a school experience. Advances of Research in Mathematics Education, (19), 71–85. https://doi.org/10.35763/aiem.v0i19.417

Issue

No. 19 (2021)

Section

Artículos

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The articles published in this journal are under a license Creative Commons: By 4.0 España from  number 21 (2022).

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