Unseasonable Considerations about a History making [of Mathematics Education]
DOI:
https://doi.org/10.5007/1981-1322.2016v11nespp149Abstract
This article aims to analyze reflectively in which conceptual perspectives of research the work (of a specific group of research) in mathematics education has been produced. Especially, and in particular, to analyze how it has conducted its investigations in the history of mathematics [education]. The idea is to explain the know-how of such production, with the prerogative that in this movement, philosophical questions of why to do, directed to aspects ontological, epistemological and axiological, are being embraced. Aspects that cross, in general, problematizations around what is this and how to know is what is the history of mathematics education. But that pervade, yet and also, problematizations of that nature in disciplined fields that, in a chaotic and diffuse manner, constitute it: history, education, mathematics.
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