TY - JOUR
T1 - La enseñanza de las matemáticas con el enfoque de la Teoría de Comunidades de Práctica
AU - Miranda, Isaias
AU - Gómez-Blancarte, Ana Luisa
N1 - Publisher Copyright:
© 2018 Mexican Society for Research and Dissemination of Mathematics Education. All rights reserved.
PY - 2018/12
Y1 - 2018/12
N2 - In this essay we propose an analysis of the teaching of mathematics based on the concepts of community of practice, negotiation of meaning, brokering, and boundary objects, which emerged in the Theory of Communities of Practice. The analysis is based on two assumptions: 1) mathematics teachers form a community of practice during their professional practice; 2) this community is made up of four practices, identified as: teaching, management, training, and academia. Thus, the proposal is to examine the practice of mathematics teaching in relation to management, training, and academia. It is argued that this relationship is possible by conceiving the teacher as a broker who incorporates the information generated by the boundary objects produced in management, training, and academic practices into his or her teaching practice. It is proposed that this relationship is only possible if the teacher negotiates the meanings of these boundary objects. It ends with a reflection on how this analysis might raise new questions about the type of communication the teacher should encourage in the classroom.
AB - In this essay we propose an analysis of the teaching of mathematics based on the concepts of community of practice, negotiation of meaning, brokering, and boundary objects, which emerged in the Theory of Communities of Practice. The analysis is based on two assumptions: 1) mathematics teachers form a community of practice during their professional practice; 2) this community is made up of four practices, identified as: teaching, management, training, and academia. Thus, the proposal is to examine the practice of mathematics teaching in relation to management, training, and academia. It is argued that this relationship is possible by conceiving the teacher as a broker who incorporates the information generated by the boundary objects produced in management, training, and academic practices into his or her teaching practice. It is proposed that this relationship is only possible if the teacher negotiates the meanings of these boundary objects. It ends with a reflection on how this analysis might raise new questions about the type of communication the teacher should encourage in the classroom.
KW - Communities of practice
KW - Mathematics teacher
KW - Mathematics teaching
KW - Social theory of learning
UR - http://www.scopus.com/inward/record.url?scp=85059900521&partnerID=8YFLogxK
U2 - 10.24844/EM3003.11
DO - 10.24844/EM3003.11
M3 - Artículo de revisión
SN - 0187-8298
VL - 30
SP - 277
EP - 296
JO - Educacion Matematica
JF - Educacion Matematica
IS - 3
ER -