Resumo

VALOYES-CHAVEZ, Luz  e  ZAPATA-RAMOS, Paola. The Culture of Algebra Teaching in Marginalized Contexts. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.51, pp.97-114.  Epub 16-Out-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num51-11604.

Algebra is a central subject matter in the school curriculum and it is considered as a gateway to higher education. However, studies have shown difficulties in learning algebra, which seem to mostly affect historically marginalized students. In this article, we explore the role of the teaching practices of algebra in the constitution and reproduction of inequities to access algebraic knowledge. To do so, we introduce the notion of school mathematics culture that allows us to analyze the teaching of José, a teacher in a school located in a marginalized neighborhood. We use a case study research strategy and an interpretive approach to the data analysis. The results evidence the mediating role of stereotypical representacion on the emergence of meanings about the algebraic objects and the students. Such meanings shape the algebra teaching practices determine the access to algebraic knowledge of historically marginalized students.

Palavras-chave : school algebra culture; teaching practices; social representations; inequity; algebraic learning.

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