Metodología para analizar la interacción entre lo cultural, lo social y lo afectivo en educación matemática

Abstract

Recently, there has been an increasing emphasis on socio-cultural and affective issues in mathematics education research. This paper presents an interrelated approach to these issues in order to better understand the alternance between participation and non-participation in the mathematics classroom. The methodology exposed is micro-ethnographic and based on three main categories: a) the cultural, related to differences in the interpretation of classroom norms; b) the social, related to valorizations given to different interpretations; and c) the affective, related to emotional responses given by the students to both norms and valorizations. Some interpretive methods that have been used in a recent work (Planas, 2001) are shown in detail as a way to prove the adequacy of the interrelated approach.