Resumen

FLOREZ-ROJANO, Iván Darío; CESPEDES-GUEVARA, Nelly Yolanda  y  ZAMORA-CORONADO, Hugo Edver. Applied Mathematics and Social Practices: Debate Scenarios Around the Mathematics Curriculum. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.50, pp.275-292.  Epub 12-Mayo-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num50-10154.

This article reflects some of the current challenges and tensions of Mathematics Education, which include: the relevance of curricula in different educational cycles, the demands of society towards the schooling of mathematics, pedagogical and didactic approaches for the area, and teacher training for math education. These four aspects are interconnected and debated from the problematization of mathematics curriculum. As a result, a permanence of the tendency at the Latin American level to develop curricula centered on knowledge, the exercise of procedures and algorithmic thinking is highlighted. Now, an opposite alternative is taken into account, from a perspective focused on the mathematical processes of modeling and problem solving is discussed, from a contextualized approach consistent with social and cultural practices. This view offers a contribution to the academic field, recapitulating new conceptualizations, reformulations and methodological proposals in the development of the debate on the structuring of the mathematics curriculum in the different educational cycles.

Palabras clave : curriculum; learning; mathematics education; teaching.

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