Towards a socio-ecological perspective of mathematics education

• Alf Coles ^[1] ; Kate le Roux ^[2] ; Armando Solares ^[3]
  1. [1] University of Bristol

     University of Bristol

     Reino Unido

     
  2. [2] University of Cape Town

     University of Cape Town

     City of Cape Town, Sudáfrica

     
  3. [3] Centro de Investigación y de Estudios Avanzados

     Centro de Investigación y de Estudios Avanzados

     México

     

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• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 171-178
• Idioma: inglés
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• Resumen

  • In this theoretical research report we propose a socio-ecological perspective, as relevant for research in mathematics education that takes account of our complex, precarious present and imagined future, while recognising its historical roots. We discuss briefly work that considers the social, political and ecological, and build from this scholarship. A ‘socio-ecological’ perspective considers the social and ecological as entangled, and mathematics (education) as both shaping and shaped by these entanglements. This is a mathematics (education) that gains meaning from questions that emerge in socio-ecological relations. We ground our theoretical argument using a project located in a community living in a polluted region of Mexico, where a river is central to the questions motivating community activism and our research.