The Decolonial Stance in Mathematics Education: pointing out actions for the construction of a political agenda

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1543

Filipe Santos Fernandes, Victor Giraldo, Diego Matos

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引用次数: 7

Abstract

In this article, we present a decolonial stance in Mathematics Education, which is not understood as a qualification attributed to particular actions or practices as opposed to others, nor as a tendency that theoretically or methodologically constrains research production, but as a political and epistemic position of permanent transgression and insurgency concerning the patterns of world power established by the myth of Western modernity. From this understanding and towards a political agenda in Mathematics Education, we propose, with no pretensions of totality, a set of situated actions: in Mathematics, in its ontological, epistemological and methodological perspectives, problematizing the naturalization of practices and conceptions on the discipline and its teaching, and setting it in a movement of political-epistemic disobedience; in collective memories linked to Mathematics and Mathematics Education, deconstructing Eurocentric narratives which invibilize bodies, knowledges, and ways of being in the world; in Mathematics teachers’ education processes, incorporating and acknowledging the protagonism of other subjects, territories, and their knowledges.

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数学教育的非殖民化立场：为构建政治议程指明行动

在这篇文章中，我们在数学教育中提出了一种非殖民化的立场，它不被理解为一种归因于特定行动或实践而非其他行动或实践的资格，也不被理解为由理论或方法限制研究生产的趋势，而是作为一种关于西方现代性神话所建立的世界力量模式的永久越轨和反叛的政治和认识立场。从这一理解出发，并朝着数学教育的政治议程，我们提出了一套情境行动，而不带总体性的假设：在数学中，从本体论、认识论和方法论的角度，将学科及其教学的实践和概念的自然化问题化，并将其置于一场政治认识上的反抗运动中；在与数学和数学教育相关的集体记忆中，解构以欧洲为中心的叙事，这些叙事使身体、知识和生活方式在世界上不可抗拒；在数学教师的教育过程中，融入并承认其他学科、领域及其知识的优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.