Abstract
The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the need to investigate more decisively areas that have not been previously considered or have been put aside. This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.
Highlights
Mathematics Education has oriented its efforts, mainly, to the study of factors affecting mathematics teaching and learning processes, attending to the plurality of contexts, demands, and social needs, as well as scientific progress
This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community
This paper aims at exploring COVID-19 pandemic effects in the education system of three Latin-American countries and at proposing a research agenda for the region’s education community
Summary
Mathematics Education has oriented its efforts, mainly, to the study of factors affecting mathematics teaching and learning processes, attending to the plurality of contexts, demands, and social needs, as well as scientific progress. Both the problems and research agendas (Behr et al, 1984; Howson, 1988; Long, Meltzer, & Hilton, 1970; Skovsmose, 2012; Wheeler et al, 1984; Wilson, 2020) that have been identified and addressed in the research in Mathematical Education have evolved depending on the educational reforms and changes in educational paradigms generated by such needs (Artigue, 1998; Inglis & Foster, 2018; NCTM Research Committee, 2015). COVID-19 is a virus that originated in the Chinese city of Wuhan and so far has infected more than a thirty-six million people and has caused the death of approximately 1,057,996 around the world, mainly affecting Italy, Spain, the United States, Brazil, India, Mexico, the United Kingdom, France, and the list goes on
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