Autor: somidem

Gelsa Knijnik

Abstract: The paper aims at discussing aspects of mathematics education, which is
understood as the educational processes that happen inside or outside the school
space. Specifically it problematizes the no recognition of the existence of other ways to
mathematize, different from those usually taught in school. This problematization has
as theoretical bases what is called Ethnomatematics Perspective, a theoretical toolbox
built with the interlocution of Wittgenstein’s late ideas and the theorizations of Michel
Foucault. From the empirical side, the paper presents examples of mathematical language
games of different forms of life. The discussion done shows the productivity of
such Ethnomathematics Perspective to increase the possibilities of school mathematics.

Keywords: ethnomatematics perspective, Wittgenstein, Foucault, mathematics education.

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Luis Radford

Abstract: In this article, I discuss some aspects of the manner in which phenomenology
has dealt with the question of the nature of objects of knowledge and the knowability of
such objects. I focus on Kant’s phenomenology and consider in particular some ontological
presuppositions that make Kant’s phenomenology both Platonist and anti-Platonist.
Then, I make a brief incursion into Hegel’s phenomenological approach and Marx’s
critique of Hegel, Kant, and German idealism in general. In the last part of the article,
I comment on Marx’s idea of praxis as an entirely new path to tackle the question of
the nature and knowability of objects of knowledge. I discuss some of the implications
of such an idea for mathematics education. I end up sketching a Hegelian dialectic
materialist concept of knowledge that provides room for understanding knowledge as
something ineluctably embedded in cultural praxis.

Keywords: phenomenology, sense, sensation, mathematical objects, praxis, dialectical
materialism.

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Salvador Llinares

Abstract: This article focuses on the role of teaching experiment in the mathematics
teacher education practice and the research on teacher’s learning. First, the theoretical
ideas supporting the integration of the professional tasks’ resolution and the specific
activity system in the design of learning environments in mathematics teacher education
programs are presented. Secondly, findings of the research allow identifying some
features on what and how pre-service mathematics teacher learn in these learning environments.
Finally, we try to show the dependence between different roles of mathematics
teacher educator (practitioner, designer and researcher).

Keywords: teacher learning, teaching experiment, building of knowledge, interaction.

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