Embracing Nepantla: Rethinking "Knowledge" and its Use in mathematics teaching

• Autores: Rochelle Gutiérrez
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 1, Nº. 1, 2012, págs. 29-56
• Idioma: inglés
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• Resumen

  • Although educational researchers are moving beyond purely psychological and cognitive models of learning to consider the ways in which mathematics teaching might reach a more diverse student population, this work remains in its infancy, and the concept of �knowledge� is rarely questioned. This paper begins with the idea that mathematics education has much to gain from perspectives in Latin@ studies. I draw on the work of Gloria Anzaldúa, specifically her concepts of �conocimiento� and �Nepantla� to bring a more holistic/connected perspective to the �knowledge� teachers may need for teaching and highlight how it might align with broader definitions of mathematics. I also offer examples from a partnership with a Chicago high school to show how preservice teachers move through cycles of knowledge construction. Implications for teacher education, and teacher recruitment are discussed.