EQUITY AND MATHEMATICS EDUCATION: CHALLENGES AND POSSIBILITIES IN TEACHER TRAINING AND SCHOOL PRACTICE
DOI:
https://doi.org/10.63330/aurumpub.020-042Keywords:
Equity, Mathematics education, Teacher training, Inclusion, School practiceAbstract
This chapter aims to analyze the challenges and possibilities of promoting equity in Mathematics Education, both in teacher training and in school practices. The discussion is based on the theoretical contributions of Skovsmose (2008), D’Ambrosio (2012), and Valero (2017), who address the ethical, social, and political dimensions of Critical Mathematics Education.
The methodology used was qualitative, grounded in bibliographic research and the analysis of formative experiences reported by basic education teachers participating in continuing education programs.
The results indicate that pedagogical practices oriented toward equity require critical reflection on the social role of mathematics and the recognition of students’ cultural and cognitive diversity. Teacher training that integrates ethical and sociocultural perspectives contributes to building more inclusive and democratic learning environments.
It is concluded that achieving equity in Mathematics Education depends on the political and pedagogical commitment of educators, as well as on public policies that ensure adequate conditions for professional development and promote emancipatory and socially just educational practices.
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