{"id":1656,"date":"2016-11-29T01:18:13","date_gmt":"2016-11-29T01:18:13","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1656"},"modified":"2016-11-29T01:28:46","modified_gmt":"2016-11-29T01:28:46","slug":"vol28-3-2en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-2en\/","title":{"rendered":"Research in Mathematics Education in M\u00e9xico: Looking at 40 Years of Work"},"content":{"rendered":"<p><strong>Author:<\/strong>Alicia Avila<\/p>\n<p><strong>Abstract:<\/strong> In M\u00e9xico, research in the domain of mathematics education emerged<br \/>\nin the 1970\u2019s. It focused mainly on the cognitive processes of students, and on<br \/>\nthe history of mathematical concepts taught in higher education. Over the years,<br \/>\nwith the incorporation of new methodological tools, the focus shifted and diversified.<br \/>\nThe current state of research is the result of a path with changes and<br \/>\nexpansions in both our conceptions of objects and subjects of study, as well as<br \/>\nin the theories and methodologies we use. Based in a review of the work developed<br \/>\nin M\u00e9xico, I discuss the evolution of research in mathematics education:<br \/>\nconcerns, goals, methodologies and tasks to be performed. I hope that the<br \/>\nexperiences of the Mexican community, presented from the author\u2019s interpretation,<br \/>\nare also useful to researchers from other countries to look at their own doing.<\/p>\n<p><strong>Keywords:<\/strong> mathematics education, research history, research development, state<br \/>\nof the art, research methodologies, research approaches.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/2.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>&nbsp;<\/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>Author:Alicia Avila Abstract: In M\u00e9xico, research in the domain of mathematics education emerged in the 1970\u2019s. It focused mainly on the cognitive processes of students, and on the history of mathematical concepts taught in higher education. Over the years, with the incorporation of new methodological tools, the focus shifted and\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-2en\/\">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":[2],"tags":[151,560],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1656"}],"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=1656"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1656\/revisions"}],"predecessor-version":[{"id":1663,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1656\/revisions\/1663"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1656"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1656"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1656"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}