{"id":1518,"date":"2016-08-19T21:15:19","date_gmt":"2016-08-19T21:15:19","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1518"},"modified":"2016-08-19T22:12:58","modified_gmt":"2016-08-19T22:12:58","slug":"esp1-7-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-7-en\/","title":{"rendered":"Mathematical language games from different forms of life: Wittgenstein y Foucault\u2019s contributions to think about mathematics education"},"content":{"rendered":"<p>Gelsa Knijnik<\/p>\n<p><strong>Abstract<\/strong>: The paper aims at discussing aspects of mathematics education, which is<br \/>\nunderstood as the educational processes that happen inside or outside the school<br \/>\nspace. Specifically it problematizes the no recognition of the existence of other ways to<br \/>\nmathematize, different from those usually taught in school. This problematization has<br \/>\nas theoretical bases what is called Ethnomatematics Perspective, a theoretical toolbox<br \/>\nbuilt with the interlocution of Wittgenstein\u2019s late ideas and the theorizations of Michel<br \/>\nFoucault. From the empirical side, the paper presents examples of mathematical language<br \/>\ngames of different forms of life. The discussion done shows the productivity of<br \/>\nsuch Ethnomathematics Perspective to increase the possibilities of school mathematics.<\/p>\n<p><strong>Keywords<\/strong>: ethnomatematics perspective, Wittgenstein, Foucault, mathematics education.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Esp-1-7.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-7-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[220],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1518"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1518"}],"version-history":[{"count":3,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1518\/revisions"}],"predecessor-version":[{"id":1544,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1518\/revisions\/1544"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1518"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1518"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1518"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}