Abstract
En este escrito presentamos una perspectiva filosófica de la Enseñanza de la Matemática para la Justicia Social y una serie de experiencias que hemos desarrollado en la formación inicial y continua de profesores desde esa mirada. Como docentes de grado hemos identificado la relevancia de la inclusión de esta perspectiva en la formación de profesores porque promueve una reflexión acerca de qué es la matemática y cómo se enseña. Presentamos evidencia de que los estudiantes de profesorado señalan que el diseño e implementación de actividades de enseñanza desde esta perspectiva les permitió apreciar la matemática como una construcción humana, y entender su enseñanza como un camino para que sus estudiantes puedan comprender el mundo a través del conocimiento matemático.
Highlights
In this paper we present a philosophical perspective of the Teaching of Mathematics for Social Justice and a series of experiences that we have developed in the initial and continuous teacher training from that perspective
We have identified the relevance of the inclusion of this perspective in teacher training because it promotes a reflection on what mathematics is and how it is taught
We present evidence that prospective teachers indicate that the design and implementation of teaching activities from this perspective allowed them to appreciate mathematics as a human construction, and to understand their teaching as a way for their students to understand the world through mathematical knowledge
Summary
In this paper we present a philosophical perspective of the Teaching of Mathematics for Social Justice and a series of experiences that we have developed in the initial and continuous teacher training from that perspective.
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