Abstract

GOMEZ OSALDE, KARLA  and  REYES-GASPERINI, DANIELA. Aprendizaje de las matemáticas: ¿qué, para qué, para quién?. Propuesta educativa (Online) [online]. 2022, n.58, pp.21-37. ISSN 1995-7785.

In a context in which the effectiveness and significance of mathematics education for our children and young people is increasingly demanded, we present a reflection on the learning of mathematics from the point of view of those who actively participate in intervention programmes within the framework of professional development for mathematics teachers. In a general way, not exhaustive due to the complexity of the discipline itself, we will offer an interpretation of the type of problems, and the approach to learning, that have been developed over the last decades in the scientific field of Mathematics Education, Educational Mathematics, Didactics of Mathematics (according to its origins). It is recognised that learning does not only involve mathematical, pedagogical, didactic, cognitive, epistemic or social aspects in isolation, but that the continuous evolution of the scientific discipline provides us with new disruptive scenarios to consider in a systematic way and that could re-direct the decision making of educational actions.

Keywords : Learning Mathematics; Educational Mathematics; Didactic Triad.

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