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A socio-ecological turn in mathematics education: reflecting on curriculum innovation

Coles, Alf (2022). A socio-ecological turn in mathematics education: reflecting on curriculum innovation. Revista Paradigma, 43(Edición temática 1), pp. 207-228 .

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Resumen

This article proposes that mathematics education has reached a socio-ecological turn. I identify three strands to this turn. Firstly, current advances in the sciences point to the interconnectivity of life and the ecologies living within and without human bodies. Secondly, advances in the humanities point towards the need to re-think human and non-human relations. And thirdly, the ecological precarity of the world points to the need to re-think the purposes and aims of mathematics education. Two possible curriculum innovations, in response to a socio-ecological turn, are offered. In one case, the curriculum starts from a pressing ecological issue facing a community. In the second case, in a more standard schooling context, a communal mathematics is promoted, with an emphasis on students asking their own questions. A commonality is the dramatization of the curriculum.

Tipo de Registro:Artículo
Términos clave:12. Investigación e innovación en Educación Matemática > Marcos teóricos > Teorías sociológicas
09. Currículo
11. Educación Matemática y otras disciplinas > Educación Matemática desde otras disciplinas
Nivel Educativo:Educación Secundaria Media (17 y 18 años)
Educación Secundaria Básica (13-16 años)
Educación Primaria (7-12 años)
Código ID:30852
Depositado Por:Monitor Funes 3
Depositado En:20 Ago 2022 21:56
Fecha de Modificación Más Reciente:20 Ago 2022 21:56
Valoración:

Personal del repositorio solamente: página de control del documento


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