Los negros no son buenos para las matemáticas: ideologías raciales y prácticas de enseñanza de las matemáticas en Colombia

  • Luz Edith Valoyes Chávez Universidad Santiago de Cali
Palabras clave: Ideologías raciales, Álgebra, Enseñanza de las matemáticas, Racismo,

Resumen

El estudio explora las formas en la que las identidades raciales de los estudiantes nutren las expectativas de los maestros y configuran las prácticas de enseñanza del álgebra. Usando el método comparativo y un enfoque interpretativo, se analizaron las ideologías raciales y las prácticas de enseñanza de tres maestros de matemáticas en diferentes contextos sociales, culturales y raciales en Cali. Los resultados indican la presencia en la escuela de ideologías sobre los estudiantes negros que los posicionan como incapaces de aprender matemáticas. Estas ideologías se traducen en prácticas de enseñanza e interacciones  pobres que podrían explicar su bajo desempeño en matemáticas. Se discuten algunas implicaciones para la investigación y la formación de maestros.

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Biografía del autor/a

Luz Edith Valoyes Chávez, Universidad Santiago de Cali

Profesora de la Facultad de Educación de la Universidad Santiago de Cali. Licenciada en Matemática y Física de la Universidad del Valle con maestría en Educación con énfasis en Educación Matemática de la misma Universidad y doctorado de la Universidad de Missouri en los Estados Unidos. En 2010 obtuvo una beca Fulbright para líderes Afrodescendientes. Ha participado como investigadora en diversos proyectos relacionados con el aprendizaje y la enseñanza del álgebra. Sus intereses de investigación se relacionan con problemáticas de poder y educación matemáticas, formación de maestros de matemáticas, e ideologías raciales y prácticas de enseñanza de las matemáticas.

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Publicado
2015-08-15
Cómo citar
Valoyes Chávez, Luz Edith. 2015. «Los Negros No Son Buenos Para Las matemáticas: Ideologías Raciales Y prácticas De enseñanza De Las matemáticas En Colombia». Revista CS, n.º 16 (agosto), 169-206. https://doi.org/10.18046/recs.i16.1909.