Resumen

SANCHEZ-ROBAYO, Brigitte Johana  y  TORRES-DUARTE, José. The Role of the Mathematics Curriculum in the Education of Citizens Who Question the Social Class Structure. Rev. colomb. educ. [online]. 2017, n.73, pp.301-324. ISSN 0120-3916.  https://doi.org/10.17227/01203916.73rce299.322.

Addressing social inequalities from the curricular aspects of Mathematics Education requires processes to raise individuals to become a different kind of citizens who link the education and social worlds. In this sense, the sociopolitical theories of Mathematics Education play an important role in curriculum design. Even more so, because citizenship, democracy and critical competence set up a critical view of social class structure and its consequences.

This article presents some intentions and elements underlying those theories. It also builds up the grounds to unveil the curricular organization and suggest a school organization based upon education in and for democracy. From the results of the study it can be concluded that the teaching of mathematics has a direct responsibility in the education of citizens who understand and read their reality through mathematical literacy. Accepting such responsibility implies the creation of a non-prescriptive curriculum, which takes into consideration all the parts involved and shows their knowledge and actions. At the same time, this implies redefining the purposes of education in mathematics, subject contents, the roles of students and teachers, teacher resources, and about a new approach to assessment.

Palabras clave : democracy; sociopolitical perspective; critics; curriculum; mathematics education.

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