Abstract

GARCIA-OLIVEROS, Gloria  and  ROMERO-REY, Julio Hernando. Math for All in Times of Inclusion as an Imperative: A Study on the Program Todos a Aprender. Rev. colomb. educ. [online]. 2018, n.74, pp.289-310. ISSN 0120-3916.

In this paper, we refer to Thomas Popkewitz[1] and analyze the issue of equity, more specifically the strategies of inclusion through social administration and standardization of the Basic Learning Rights (BLR) in mathematics operating under the "Math for all" principle. A documentary analysis was carried out of three issues related to the inclusion of all: (1) the relationships between social administration of the State, mathematics education, and equity; (2) research in mathematics education, which has addressed the issue of equity and inclusion; and (3) management devices and mechanisms of regulation of inclusive mathematics learning practices. The [2] analysis was conducted on [3] two types of documents--those from the field of research in mathematical education and national policies and international studies and those about curriculum materials and assessment techniques. [4] The analysis revealed that the management of DBA inclusion strategies still considers that learning is monolithic, and the management of homogenization of the learning promoted there reinforces the exclusion again. Based on this analysis, we raised the question [5] about which knowledge policies we wish to include when teaching mathematics to students.

Keywords : exclusion; cultural theses; reason systems; educational policies; mathematics teaching; equity.

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