Equidad, Diversidad y Matemática Crítica

Authors

  • Bradly Rivera-Muñiz

Abstract

Los estudiantes de distintas etnias, razas, niveles socioeconómicos, grupos lingüísticos, de género, y otros subgrupos de la sociedad demuestran distintos niveles de rendimiento en matemáticas, lo que señala una diferencia que está relacionada con los factores sociopolíticos de la educación. En la sociedad global actual, la matemática figura como un agente de estratificación social que se ve influenciado por los problemas de falta de acceso equitativo a la educación matemática de alta calidad, el currículo oculto y las estructuras de poder que se promueven a través del acceso a ella. En este trabajo, se
propone un modelo de integración de la matemática crítica al salón de clases con el propósito de promover un acceso equitativo a la matemática.

 

Students of different ethnicities, races, socioeconomic levels, linguistic groups, gender, and other subgroups of society demonstrate different levels of academic achievement in mathematics, which points to a difference that is related to the socio-political factors of education. In the current global society, mathematics appears as an agent of social stratification that is influenced by the problems of lack of equitable access to mathematics education, the hidden curriculum, and the power structures that are promoted through it. In this work, a model for the integration of critical mathematics in the classroom is proposed with the purpose of promoting equitable access to mathematics.

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Published

2023-02-09

Issue

Vol. 14 No. 1 (2023): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

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