Raza, Poder y Educación Matemática

Authors

  • Luz Valoyes-Chávez Universidad de Chile
  • Aldo Parra Aalborg University

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Author Biographies

Luz Valoyes-Chávez, Universidad de Chile

Doctora en Learning, Teaching and Curriculum, Specialization in Mathematics Education, University of MissouriColumbia (Estados Unidos). Investigadora Post Doctoral, Centro de Investigaciones Avanzadas en Educación, Universidad de Chile.

Aldo Parra, Aalborg University

Estudiante de Doctorado. Department of Development and Planning, Aalborg University, (Dinamarca) Miembro del Centro de Investigaciones Indígenas e Interculturales de Tierradentro. (Colombia).

References

Ernest, P. (2010). The scope and limits of critical mathematics education. Critical mathematics education: Past, present and future: Festschrift for Ole Skovsmose, 65-87.

Grosfoguel, R. (2011). Decolonizing post-colonial studies and paradigms of political-economy: Transmodernity, decolonial thinking, and global coloniality. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1), 1-37.

Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197-229.

Peña-Rincón, P., Tamayo-Osorio, C., & Parra, A. (2015). Una visión latinoamericana de la etnomatemática: tensiones y desafíos. Revista Latinoamericana de Investigación en Matemática Educativa, 18(2), 137-150.

Powell, A. B. (2012). The historical development of criticalmathematics education. In D.W. Stinson & A. A. Wager (Eds.), Teaching mathematics for social justice: Conversations with educators. Reston, VA: National Council of Teachers of Mathematics.

Skovsmose, O. (2011). An invitation to critical mathematics education. Rotterdam, The Netherlands: Sense Publishers.

Valero, P., Molina, M. A., & Montecino, A. (2015). Lo político en la educación matemática: de la educación matemática crítica a la política cultural de la educación matemática. RELIME. Revista Latinoamericana de Investigación en Matemática Educativa, 18(3), 287-300.

Valoyes-Chávez, L., & Martin, D. B. (2016). Exploring racism inside and outside the mathematics classroom in two different contexts: Colombia and USA. Intercultural Education, 1-14. doi: 10.1080/14675986.2015.1106135

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Published

2017-03-23

How to Cite

Valoyes-Chávez, L., & Parra, A. (2017). Raza, Poder y Educación Matemática. Latin American Journal of Ethnomathematics: Sociocultural Perspective of Mathematics Education, 9(3), 4-8. Retrieved from https://www.revista.etnomatematica.org/index.php/RevLatEm/article/view/395

Issue

Vol. 9 No. 3 (2016): Race, Power, and Mathematics Education

Section

Editorial

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