A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic

Walter F. Castro; Luis R. Pino-Fan; Jesus G. Lugo-Armenta; Jorge A. Toro; Silvia Retamal

doi:10.29333/ejmste/9277

Full Text (PDF)

Walter F. Castro ¹ , Luis R. Pino-Fan ² , Jesus G. Lugo-Armenta ², Jorge A. Toro ¹ ^* , Silvia Retamal ²

More Detail

¹ Universidad de Antioquia, COLOMBIA² Universidad de Los Lagos, CHILE^* Corresponding Author

Abstract

The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the need to investigate more decisively areas that have not been previously considered or have been put aside. This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.

Keywords

COVID-19
mathematics education
education agenda
teacher’s strategies

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 12, December 2020, Article No: em1919

https://doi.org/10.29333/ejmste/9277

Publication date: 28 Nov 2020

Article Views: 4394

Article Downloads: 3046

Open Access References How to cite this article

References

Artigue, M. (1998). Enseñanza y aprendizaje del análisis elemental: ¿qué se puede aprender de las investigaciones didácticas y los cambios curriculares? Revista Latinoamericana de Investigación en Matemática Educativa, 1(1), 40-55.
Behr, M., Bernard, J., Briars, D., Bright, G., Threadgill-Sower, J., Wachsmuth, I., Mason, J., Tall, D., Robitaille, D., Carpenter, T., & Bookes, W. M. (1984). Research problems in mathematics education: III. For the Learning of Mathematics, 4(3), 22-29.
Birkland, T. A. (2015). An Introduction to the Policy Process: Theories, Concepts, and Models of Public Policy Making (4th edn.). London: Routledge. https://doi.org/10.4324/9781315717371
Bishop, A. (2005). Aproximación sociocultural a la educación matemática. Cali: Universidad de Valle.
Bishop, A.J. (1991) Mathematical Values in the Teaching Process. In Bishop A.J., Mellin-Olsen S., Van Dormolen J. (Eds.) Mathematical Knowledge: Its Growth Through Teaching. Mathematics Education Library, (Vol. 10, pp. 193-214). Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2195-0_10
Bjuland, R., Cestari, M.L., & Borgersen, H.E. (2012). Professional mathematics teacher identity: analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15, 405-424. https://doi.org/10.1007/s10857-012-9216-1
Boaler, J. (2002). The development of disciplinary relationships: Knowledge, practice, and identity in mathematics classrooms. For the Learning of Mathematics, 22(1), 42-47.
Bozkurt, G., & Ruthven, K. (2017) Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94, 309-328. https://doi.org/10.1007/s10649-016-9732-5
Breda, A., Font, V., & Pino-Fan, L. (2018). Criterios valorativos y normativos en la Didáctica de las Matemáticas: el caso del constructo idoneidad didáctica [Evaluative and normative criteria in Didactics of Mathematics: the case of didactical suitability construct]. Bolema, 32(60), 255-278. https://doi.org/10.1590/1980-4415v32n60a13
Breda, A., Pino-Fan, L., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: criteria for the reflection and assessment on teaching practice. Eurasia Journal of Mathematics, Science & Technology Education, 13(6), 1893-1918. https://doi.org/10.12973/eurasia.2017.01207a
Carvajal, S., Font, V., & Giménez, J. (2018). Caracterización de la competencia digital en la formación de futuros profesores de Secundaria a través del análisis sobre su propia práctica. Actas del VIII Congreso Iberoamericano de Educación Matemática (pp. 94-107). Madrid: Federación Española de Sociedades de Profesores de Matemáticas (FISEM).
Carvajal, S., Gimenez, J., Font, V., & Breda, A. (2018). Creatividad, competencia digital y formación de docentes de matemáticas en secundaria. In Serna, Luis Arturo; Páges, Daniela (Eds.), Acta Latinoamericana de Matemática Educativa (pp. 977-984). México City: Comité Latinoamericano de Matemática Educativa.
CEPAL (Comisión Económica para América Latina y el Caribe). (2019). Panorama Social de América Latina 2019. (LC/PUB.2019/22-P/Rev.1). Retrieved from https://repositorio.cepal.org/handle/11362/44969
Civil, M., & Bernier, E. (2004). Parents as intellectual resources in mathematics education: Challenges and possibilities. Paper presented at the research presession of the NCTM, Philadelphia, PA.
Cunha, G., Barraqui L., & de Freitas, S. (2018). Evaluating the use of gamification in mathematics learning in primary school children. IEEE Frontiers in Education Conference (FIE). San Jose, CA, USA. https://doi.org/10.1109/FIE.2018.8658950
Epstein, J. L. (1994). Theory to practice: School and family partnerships lead to school improvement and student success. In C. Fagnano & B. Werber (Eds.), School, family, and community interaction: A view from the firing lines (pp. 39-52). Boulder, CO: Westview Press. https://doi.org/10.4324/9780429305375-4
Gal, I. (2004). Statistical literacy: Meanings, components, responsibilities. In J. B. Garfield & D. Ben-Zvi (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 47-78). Dordrecht: Kluwer. https://doi.org/10.1007/1-4020-2278-6_3
Getenet, S.T. (2017). Adapting technological pedagogical content knowledge framework to teach mathematics. Education and Information Technologies 22, 2629-2644. https://doi.org/10.1007/s10639-016-9566-x
Gorgorió, N., Prat, M., & Santesteban, M. (2006). El aula de matemáticas multicultural: distancia cultural, normas y negociación. In: Goñí, J., Matemáticas e Interculturalidad (pp. 7-24). Barcelona: Editorial Graó.
Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199-218. https://doi.org/10.1007/s10649-008-9159-8
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?-a literature review of empirical studies on gamification. Proceedings of the 47th Hawaii international conference onsystem sciences (HICSS) (pp. 3025-3034). Hawaii, USA: IEEE. https://doi.org/10.1109/HICSS.2014.377
Henry, M. (2018). The Online Student Experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education (Doctoral dissertation). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2059/
Howson, G. (1988). Research in mathematics education. The Mathematical Gazette, 72(462), 265-271. https://doi.org/10.2307/3619938
Inglis, M., & Foster, C. (2018). Five decades of mathematics education research. Journal for Research in Mathematics Education, 49(4), 462-500. https://doi.org/10.5951/jresematheduc.49.4.0462
Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356-369. https://doi.org/10.1016/j.ijhcs.2007.11.003
Kennedy, E., & Smolinsky, L. (2016). Math Circles: A tool for promoting engagement among middle school minoritary males. Eurasia Journal of Mathematics, Science & Technology, 12(4), 717-732. https://doi.org/10.12973/Eurasia.2016.1223a
Knapp, A., Landers, R., Liang, S. & Jefferson, V. (2017).We all as a family are graduating tonight: a case for mathematical knowledge for parental involvement. Educational Studies in Mathematics, 95, 79-95. https://doi.org/10.1007/s10649-016-9741-4
Latunde Y.C. (2017). Research in Parental Involvement. New York: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-59146-3
Lobo da Costa N., Galvão M., & Prado M. (2017). Integration of Digital Technologies in Mathematics Teacher Education: The Reconstruction Process of Previous Trigonometrical Knowledge. In: Aldon G., Hitt F., Bazzini L., Gellert U. (Eds.) Mathematics and Technology Advances in Mathematics Education (pp. 523-550). Springer, Cham. https://doi.org/10.1007/978-3-319-51380-5_24
Long, R. S., Meltzer, N., & Hilton, P. (1970). Research in mathematics education. Educational Studies in Mathematics, 4(2), 446-468. https://doi.org/10.1007/BF00417627
Mead, G. (1934). Espíritu, Persona y Sociedad desde el punto de vista del conductismo social. Buenos Aires: Paidós.
Meza, J., & Páez-Martínez, R. M. (eds.) (2016). Familia, escuela y desarrollo humano. Bogotá, D. C.: Universidad de La Salle, Clacso.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mørk, F. R & Rune, J. K. (2014). Development of student teacher’s digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 250-280.
NCTM Research Committee (2015). Grand challenges and opportunities in mathematics education research. Journal for research in mathematics education, 46(2), 134-146. https://doi.org/10.5951/jresematheduc.46.2.0134
Nehring, H. (2011). ‘Civility’ in history: Some observations on the history of the concept. European Review of History-Revue européenne d’histoire, 18(3), 313-333. https://doi.org/10.1080/13507486.2011.574681
Peterson, A. (2019). Civility and Democratic Education. Publisher: Springer Singapore. https://doi.org/10.1007/978-981-15-1014-4
Pino-Fan, L., Assis, A., & Castro, W. (2015). Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a
Pino-Fan, L., Font, V., & Breda, A. (2017). Mathematics teachers’ knowledge and competences model based on the onto-semiotic approach. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 33-40). Singapore: PME.
Razeto, A. (2016). El involucramiento de las familias en la educación de los niños. Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Revista Páginas de Educación, 9 (2), 190-216. https://doi.org/10.22235/pe.v9i2.1298
Sánchez, A., Reyes, F., & Villarroel, V. (2016). Participación y expectativas de los padres sobre la educación de sus hijos en una escuela pública. Estudios Pedagógicos, 3, 347-367. https://doi.org/10.4067/S0718-07052016000400019
Schmidt, W. H., McKnight, C. E., Valverde, G. A., Houang, R. T. & Wiley, D. E. (1997). Many visions, many aims. A cross-national investigation of curricular intentions in school mathematics. Dordrecht: Springer. https://doi.org/10.1007/978-94-011-5786-5
Schoenfeld, A. (2016). Research in Mathematics Education. Review of Research in Education, 40(1), 497-528. https://doi.org/10.3102/0091732X16658650
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34, 14-22. https://doi.org/10.3102/0013189X034004014
Skovsmose, O. (2012). Explosive problems in mathematics education. For the Learning of Mathematics, 32(2), 5-6.
Solé Blanch, J. (2020). El cambio educativo ante la innovación tecnológica, la pedagogía de las competencias y el discurso de la educación emocional. Una mirada crítica. Teoría De La Educación. Revista Interuniversitaria, 32(1), 297-307. https://doi.org/10.14201/teri.20945
Sommerville, I. (2016). Software Engineering. Boston: Pearson Education Limited.
Tarran, B. (2020), Statistical literacy for all! Significance, 17, 42-43. https://doi.org/10.1111/j.1740-9713.2020.01360.x
Thomas, K. (2018). In pursuit of civility: Manners and civilization in early modern England. New Haven, CT: Yale University Press. https://doi.org/10.2307/j.ctvzpv6kq
Valero, P., Andrade-Molina, M., & Montecino, A. (2015). Lo político en la Educación Matemática. De la Educación Matemática Crítica a la política cultural de la educación matemática. Relime, 18 (3), 7-20. https://doi.org/10.12802/relime.13.1830
van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. Lancet Public Health, 5(5), e243-e244. https://doi.org/10.1016/S2468-2667(20)30084-0
Wheeler, D., Howson, G., Kieren, T., Balacheff, N., Kilpatrick, J., & Tahta, D. (1984). Research problems in mathematics education: I. For the Learning of Mathematics, 4(1), 40-47.
Wilson, J. (2020). Reflections on mathematics education research: 1970-1982. Journal for research in mathematics education, 51(1), 3-11. https://doi.org/10.5951/jresematheduc.2019.0004
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). ‘School’s Out, But Class’ On’, the largest online education in the world today: taking china’s practical exploration during the COVID-19 epidemic prevention and control as an example. SSRN Electronic Journal, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023

How to cite this article

APA

Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., & Retamal, S. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1919. https://doi.org/10.29333/ejmste/9277

Vancouver

Castro WF, Pino-Fan LR, Lugo-Armenta JG, Toro JA, Retamal S. A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA J Math Sci Tech Ed. 2020;16(12):em1919. https://doi.org/10.29333/ejmste/9277

AMA

Castro WF, Pino-Fan LR, Lugo-Armenta JG, Toro JA, Retamal S. A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA J Math Sci Tech Ed. 2020;16(12), em1919. https://doi.org/10.29333/ejmste/9277

Chicago

Castro, Walter F., Luis R. Pino-Fan, Jesus G. Lugo-Armenta, Jorge A. Toro, and Silvia Retamal. "A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 12 (2020): em1919. https://doi.org/10.29333/ejmste/9277

Harvard

Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., and Retamal, S. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1919. https://doi.org/10.29333/ejmste/9277

MLA

Castro, Walter F. et al. "A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 12, 2020, em1919. https://doi.org/10.29333/ejmste/9277