The paths and epistemological encounters in research on mathematics education in Bolivian childhood
Year: 2025
Type: article
Abstract: The research in this paper aims to communicate the concerns and findings when researching Mathematics Education in Bolivian curriculum documents through autoethnography. Autoethnography allows researchers to bring their personal experience in the context of social interactions and cultural practices to their study, giving visibility to their emotions. Curriculum texts enable the development of decolonial thinking by integrating knowledge and wisdom from the Global South, broadening perspectives and establishing new lines of reflection and positioning on knowledge. The mathematical concepts highlighted in the documents should be articulated in conjunction with the mother tongue, contributing to the development of language and thinking, in the worldview originating from the students' life history and context.
Source: Educação Matemática Debate
Institution: Universidade Estadual Paulista (Unesp)
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414993464
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