Conocer reflexivo en contextos de modelación matemática desde una perspectiva socio crítica

Abstract

The objective of this thesis is to characterize the reflexive knowing that students who live in conditions of social vulnerability have in mathematical modeling environments from a socio-critical perspective. To do this, it is considered that the context in which students develop such knowledge - characterized by social, cultural and political circumstances - is part of the starting point that we must take into account in educational processes. The theoretical framework considers reflexive knowing and mathematical modelling from a political perspective of Mathematics Education. This research was carried out with students in conditions of social vulnerability who belonged to an eleventh grade course of a public school located in the city of Bogotá - Colombia. In parallel with the purpose and the theoretical framework of this written piece, a methodology perspective was adopted; and it is the idea that in an investigation is not only taken into account what is happening, but also what could have happened and what could be imagined; this is what is called critical research. As part of the analysis, an approach to the social, political and economic reality of the students is presented. Such circumstances enabled the creation and development of mathematical modelling environments from a socio-critical perspective. The data - recorded in audio and video recordings, interviews, writings and slides of group presentations of the students - was analysed. Considering the notion of dialogic acts, which allowed us to perceive four distinctive features - thinking of the other, critical reading and Mathematics, practices with mathematics and the community - as characteristics of the reflexive knowing students who live in conditions of social vulnerability develop while they are subject to events and processes that undermine their ability of subsistence, their access to higher levels of well-being and the exercise of their citizen rights.