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Mathematics Educations from Latin America: 'Propio', Epistemic Struggles, and Decolonial Reconfigurations

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Title: Mathematics Educations from Latin America: 'Propio', Epistemic Struggles, and Decolonial Reconfigurations
Language: English
Authors: Melissa Andrade-Molina (ORCID 0000-0003-1535-3194), Alex Montecino Muñoz (ORCID 0000-0002-2412-8290), Luz Valoyes-Chávez (ORCID 0000-0001-6763-2094), Aldo Parra (ORCID 0000-0001-9503-0648), Vanessa Neto (ORCID 0000-0002-2129-8040)
Source: ZDM: Mathematics Education. 2025 57(7):1343-1355.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Mathematics Education, Foreign Countries, Epistemology, Decolonization, Bias, Power Structure, Disadvantaged, Educational Trends, Educational Research, Justice, Latin American History
Geographic Terms: Latin America
DOI: 10.1007/s11858-025-01749-1
ISSN: 1863-9690
1863-9704
Abstract: The prevailing perception of mathematics education as an objective and value-neutral discipline disconnected from sociocultural, economic, and political contexts has historically been the dominant paradigm within the field. This perception has perpetuated the phenomenon of "knowledge colonization", which engenders various forms of epistemic and ontological violence in countries of the so-called "Global South". In this paper, we present a comprehensive literature review that employs natural language processing (NLP) techniques to explore this complex landscape by acknowledging pervasive biases and power imbalances that affect marginalized communities in Latin America. We analyze publications from 44 Latin American journals over 2014-2024 and map a discursive network to identify emerging trends and concerns shaping the development of local mathematics education in the region. In doing so, our paper provides an overview of the evolving landscape of mathematics education research in Latin America, challenging diffusionist approaches and assessing the progress of Latin American scholarship amidst complex socio-cultural and political realities. Our findings suggest that locally grounded theoretical contributions remain peripheral, while non-local frameworks continue to dominate. Building on the concept of "Propio", we argue for epistemic justice through theoretical innovation anchored in the region's histories and struggles.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497554
Database: ERIC
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  Data: Mathematics Educations from Latin America: 'Propio', Epistemic Struggles, and Decolonial Reconfigurations
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  Data: <searchLink fieldCode="AR" term="%22Melissa+Andrade-Molina%22">Melissa Andrade-Molina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1535-3194">0000-0003-1535-3194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alex+Montecino+Muñoz%22">Alex Montecino Muñoz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2412-8290">0000-0002-2412-8290</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luz+Valoyes-Chávez%22">Luz Valoyes-Chávez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6763-2094">0000-0001-6763-2094</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aldo+Parra%22">Aldo Parra</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9503-0648">0000-0001-9503-0648</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vanessa+Neto%22">Vanessa Neto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2129-8040">0000-0002-2129-8040</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22ZDM%3A+Mathematics+Education%22"><i>ZDM: Mathematics Education</i></searchLink>. 2025 57(7):1343-1355.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The prevailing perception of mathematics education as an objective and value-neutral discipline disconnected from sociocultural, economic, and political contexts has historically been the dominant paradigm within the field. This perception has perpetuated the phenomenon of "knowledge colonization", which engenders various forms of epistemic and ontological violence in countries of the so-called "Global South". In this paper, we present a comprehensive literature review that employs natural language processing (NLP) techniques to explore this complex landscape by acknowledging pervasive biases and power imbalances that affect marginalized communities in Latin America. We analyze publications from 44 Latin American journals over 2014-2024 and map a discursive network to identify emerging trends and concerns shaping the development of local mathematics education in the region. In doing so, our paper provides an overview of the evolving landscape of mathematics education research in Latin America, challenging diffusionist approaches and assessing the progress of Latin American scholarship amidst complex socio-cultural and political realities. Our findings suggest that locally grounded theoretical contributions remain peripheral, while non-local frameworks continue to dominate. Building on the concept of "Propio", we argue for epistemic justice through theoretical innovation anchored in the region's histories and struggles.
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