Logo Revista Latinoamericana de Investigación en Matemática Educativa

Editorial

Vol. 21 No. 1 (2018): March

THE COMPARATIVE EDUCATION IN LATIN AMERICA. THE CASE OF ALTERNATIVE EDUCATION IN OAXACA: MATHEMATICS AND SOCIAL PRACTICE

DOI:
https://doi.org/10.12802/relime.18.2110
Submitted
November 3, 2022
Published
2018-03-31

Abstract

This year will dedicate the editorials of The Latin American Journal of Research in Educational Mathematics (Relime), to present three successful experiences of master's programs in Educational Mathematics, or in their equivalent version, that have managed to trascend the academic work of a postgraduate to community action with a social impact. Qualitative aspects of three cases of interest will be presented with the purpose of simulating the exchange between academic bodies. The plan is to show the Master's program in Secondary Education Mathematics Teaching (memes) of the Federal Superior Normal School of Oaxaca (ensfo), for more details consult (Vásquez, 2016). Later we will give rise to the program of the Department of Mathematics of
the University of Camagüey Ignacio Agramonte Loynaz, in Cuba. We will conclude this volume with a presentation of the
achievements of the master's program of the Institute of Mathematics of the Pontificia Universidad Católica de Valparaíso, in Chile.

References

  1. Cantoral, R. (2016a). Educación alternativa: matemáticas y práctica social. Perfiles Educativos, XXXVIII (número especial), 7-18.
  2. Cantoral, R. (2016b). Teoría socioepistemológica de la matemática educativa. Estudios sobre construcción social del conocimiento (2da Ed.). Barcelona: Gedisa.
  3. Cantoral, R., Reyes-Gasperini, D. y Montiel, G. (2015). El programa socioepistemológico de investigación en matemática educativa: el caso de Latinoamérica. Revista Latinoamericana de Investigación en Matemática Educativa, 18 (1), 5-17. doi: 10.12802/relime.13.1810
  4. Gascón, J. & Nicolás, P. (2017). Can didactics say how to teach? The beginning of a dialogue between the Anthropological Theory of the Didactic and other approaches. For the Learning of Mathematics, 37 (3), 9-13.
  5. Vásquez Vicente, M. A. (2016). Orígenes y complejidades de una propuesta alternativa de formación continua para profesores de matemáticas y su articulación con el nivel de secundarias. Perfiles Educativos, XXXVIII (número especial), 19-36.

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