Modelización matemática para el desarrollo sostenible desde una perspectiva socio-crítica

Abstract

El proyecto surge de las preocupaciones que el equipo de trabajo sostiene desde hace varios años en torno al papel de la matemática y de la educación matemática en el desarrollo de una sociedad más justa, equilibrada y respetuosa del medio ambiente. Estas preocupaciones son coherentes con los objetivos de desarrollo sostenible enunciados en el año 2015 por las Naciones Unidas, en el marco de la Agenda 2030, que persiguen acabar con la pobreza extrema, luchar contra la desigualdad y la injusticia y solucionar el problema del cambio climático. A partir de estas consideraciones, en este proyecto se plantea como problema de investigación: ¿cómo promover una reflexión sobre el desarrollo sostenible en el aula de matemática de educación secundaria y en la formación docente?, encadrado en la agenda actual de la comunidad de investigación en educación matemática. Para el abordaje de este problema, se adopta el enfoque de la Educación Matemática Crítica y se asume la decisión de promover un trabajo con modelización matemática (MM) en el aula de matemática desde una perspectiva socio-crítica. En línea con estas decisiones, en el proyecto se espera diseñar, implementar y analizar escenarios de investigación para la educación secundaria y la formación de profesores organizados en torno a procesos de MM vinculados con el desarrollo sostenible. El análisis girará en torno a la caracterización de las discusiones matemáticas, tecnológicas y reflexivas en los escenarios diseñados, la identificación de rasgos del aprendizaje dialógico en las discusiones e intercambios que se produzcan y la identificación de los significados producidos.

The project arises from the concerns that the work team has held for several years about the role of mathematics and mathematics education in the development of a more just, balanced and environmentally friendly society. These concerns are consistent with the sustainable development goals stated in 2015 by the United Nations, within the framework of the 2030 Agenda, which seek to end extreme poverty, fight inequality and injustice, and solve the problem of climate change. Based on these considerations, this project poses as a research problem: how to promote a reflection on sustainable development in the secondary education mathematics classroom and in teacher training?, framed in the current agenda of the research community. in mathematics education. To address this problem, the Critical Mathematics Education approach is adopted and the decision is made to promote work with mathematical modeling (MM) in the mathematics classroom from a socio-critical perspective. In line with these decisions, the project hopes to design, implement and analyze research scenarios for secondary education and teacher training, organized around MM processes linked to sustainable development. The analysis will revolve around the characterization of the mathematical, technological and reflective discussions in the designed scenarios, the identification of features of dialogic learning in the discussions and exchanges that occur and the identification of the meanings produced. The project arises from the concerns that the work team has held for several years about the role of mathematics and mathematics education in the development of a more just, balanced and environmentally friendly society. These concerns are consistent with the sustainable development goals stated in 2015 by the United Nations, within the framework of the 2030 Agenda, which seek to end extreme poverty, fight inequality and injustice, and solve the problem of climate change. Based on these considerations, this project poses as a research problem: how to promote a reflection on sustainable development in the secondary education mathematics classroom and in teacher training?, framed in the current agenda of the research community. in mathematics education. To address this problem, the Critical Mathematics Education approach is adopted and the decision is made to promote work with mathematical modeling (MM) in the mathematics classroom from a socio-critical perspective. In line with these decisions, the project hopes to design, implement and analyze research scenarios for secondary education and teacher training, organized around MM processes linked to sustainable development. The analysis will revolve around the characterization of the mathematical, technological and reflective discussions in the designed scenarios, the identification of features of dialogic learning in the discussions and exchanges that occur and the identification of the meanings produced.