Analysis of School Mathematics discourse on textbooks, a view from Socioepistemological Theory

Authors

  • Ricardo Cantoral CINVESTAV, México
  • Gisela Montiel DME - Cinvestav del IPN
  • Daniela Reyes-Gasperini DME Cinvestav del IPN

DOI:

https://doi.org/10.35763/aiem.v1i8.123

Keywords:

Knowledge problematization, School Mathematicsdiscourse, Knowledgeuses, The trigonometric, Socioepistemology and text analysis

Abstract

This paper presents an example of textbooks analysis for mexicansecondary education, for trigonometry teaching in particular. Our research framework, the Socioepistemological Theory of Mathematics Education, states the social practices as the foundational base of specialized knowledge. We discuss the knowledge problematization rol, as historicizing and dialecticizing, through the notion of “practices nesting” for the trigonometric construction (relative to its use).With several concrete and useful examples, in order to theorize about the absence of meaning in students, produced by an education focused on mathematics objects.After that, we derive from there, intervention proposals for an extended classroom based on epistemologies of practices.

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Published

2015-11-04

How to Cite

Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015). Analysis of School Mathematics discourse on textbooks, a view from Socioepistemological Theory. Advances of Research in Mathematics Education, (8), 9–28. https://doi.org/10.35763/aiem.v1i8.123

Issue

No. 8 (2015)

Section

Artículos

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