New mathematics teachers from the approach of critical mathematics education
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Keywords
Formation, Critical mathematics education, Democracy, Equity
Abstract
Critical Mathematics Education (CME) can be understood from the concerns of perceiving mathematics as a social construction. It is considered relevant to broaden this perspective in our educational contexts, since it is a field of research that is opening up to new possibilities. This research aimed to analyze the curricular guidelines of the Bachelor’s Degree in Mathematics of the Universidad Pedagógica y Tecnológica de Colombia (UPTC), additionally, the reflections raised on the practice of some teachers of the Program in the CME training of new teachers of math. The adopted methodology is qualitative in order to analyze the most significant aspects that lead to the critical formation of future professionals in mathematics. The results reveal that from teaching practice and within the curriculum of the Bachelor’s Degree, the formation of critical and reflexive individuals is established as a fundamental axis, with capacities for citizen participation in the aspects demanded by the current social complexity.
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Quintana Blanco Hernán Darío , Pedagogical and Technological University of Colombia, Colombia
Licensed in mathematics. Student of the Master's Degree in Education at the Pedagogical and Technological University of Colombia.
Alfonso Jiménez Espinosa, Pedagogical and Technological University of Colombia, Colombia
Postdoctoral in Education. Staff teacher at the Pedagogical and Technological University of Colombia.