Educación matemática y ciudadanía: perspectivas de los docentes de matemáticas.
Saved in:
| Title: | Educación matemática y ciudadanía: perspectivas de los docentes de matemáticas. |
|---|---|
| Alternate Title: | Mathematics Education and Citizenship: Perspectives of Mathematics Teachers. Educação matemática e cidadania: perspectivas dos professores de matemática. |
| Authors: | Guevara-Bermúdez, Guillermo1 gguevara@ucn.cl, Castillo Ladino, Patricia1 pcastillo02@ucn.cl, Vargas Meza, Ramiro1 rvargas@ucn.cl, Otaíza Rivera, Paula2 p.otaizarivera@gmail.com |
| Source: | Educación y Educadores. 2025, Vol. 28 Issue 2, p1-19. 19p. |
| Subject Terms: | *Mathematics education, *Citizenship, *Qualitative research, *Teacher training, *Interdisciplinary education, *Curriculum, *Teachers, Social participation |
| Abstract (English): | Citizenship education is essential in today's context and holds a prominent place in educational policies. Its purpose is to enable students to develop skills that allow them to take an active role in society. In this regard, schools must reorient their processes toward models that promote participation and social commitment in a diverse world. Within this framework, the development of citizenship competencies across the curriculum, particularly in mathematics classes, becomes necessary. Recognizing the crucial role of teachers and the tensions that may arise during implementation is fundamental. This article presents the results of an exploratory qualitative study that investigated mathematics teachers' perceptions of the relationship between their discipline and citizenship. The analyzed data reveal tensions in the articulation between mathematics and citizenship and emphasize the need to move toward interdisciplinary approaches that impact the initial, ongoing, and continuous training of teachers. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La educación ciudadana es esencial en el contexto actual y toma un lugar destacado en las políticas educativas. Su propósito es que los estudiantes desarrollen habilidades para tomar un rol activo en la sociedad. En este sentido la escuela debe reorientar sus procesos hacia modelos que fomenten la participación y el compromiso social en un mundo diverso. En este marco, se establece la necesidad del desarrollo de competencias ciudadanas a lo largo del currículum en las disciplinas que lo componen, en particular en la clase de matemáticas. Por lo tanto, es fundamental reconocer el papel crucial de los docentes y las tensiones que puedan surgir en su implementación. Este artículo presenta los resultados de un estudio cualitativo exploratorio que indagó por las percepciones de los profesores de matemáticas sobre la relación entre su disciplina y la ciudadanía. La información analizada revela las tensiones en la articulación entre matemática y ciudadanía y destaca la necesidad de avanzar hacia enfoques interdisciplinares que incidan en la formación inicial, permanente y continua de las y los docentes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A educação cidadã é essencial no contexto atual e ocupa um lugar de destaque nas políticas educativas. Seu objetivo é que os alunos desenvolvam habilidades para assumir um papel ativo na sociedade. Nesse sentido, a escola deve reorientar seus processos para modelos que promovam a participação e o compromisso social em um mundo diversificado. Nesse contexto, estabelece-se a necessidade do desenvolvimento de competências cívicas ao longo do currículo nas disciplinas que o compõem, em particular na aula de matemática. Portanto, é fundamental reconhecer o papel crucial dos professores e as tensões que podem surgir em sua implementação. Este artigo apresenta os resultados de um estudo qualitativo exploratório que investigou as percepções dos professores de matemática sobre a relação entre sua disciplina e a cidadania. As informações analisadas revelam as tensões na articulação entre matemática e cidadania e destacam a necessidade de avançar em direção a abordagens interdisciplinares que incidam na formação inicial, permanente e contínua dos professores. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | Citizenship education is essential in today's context and holds a prominent place in educational policies. Its purpose is to enable students to develop skills that allow them to take an active role in society. In this regard, schools must reorient their processes toward models that promote participation and social commitment in a diverse world. Within this framework, the development of citizenship competencies across the curriculum, particularly in mathematics classes, becomes necessary. Recognizing the crucial role of teachers and the tensions that may arise during implementation is fundamental. This article presents the results of an exploratory qualitative study that investigated mathematics teachers' perceptions of the relationship between their discipline and citizenship. The analyzed data reveal tensions in the articulation between mathematics and citizenship and emphasize the need to move toward interdisciplinary approaches that impact the initial, ongoing, and continuous training of teachers. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.2.5 |
