2026-09-15T06:12:32Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1488602025-06-05T12:36:20Zcom_10366_72162com_10366_4666com_10366_3823col_10366_148828
Gestión del Repositorio Documental de la Universidad de Salamanca
author
Andrade-molina, Melissa
2022-02-25T08:56:01Z
2022-02-25T08:56:01Z
2022-02-13
Historia de la educación, 40 (2021)
0212-0267
http://hdl.handle.net/10366/148860
This manuscript presents a different way to look at history: rethinking history not as a lineal-chronological movement, but as flexible and rhizomatic, as a multidimensional network of entangled events. In doing so, it takes elements from the toolboxes of Michel Foucault and of Gilles Deleuze and Félix Guattari. It begins by thinking about the possible origins of mathematics education, in seeking for traces of its teaching and learning. Entry points of the rhizomatic network are located in Grecce, Mesopotamia, Prussia, even in Chile. Within this movement, diverse lines of flight that introduced some turns to the discipline are placed. The manuscript continues by recounting some episodes which elevated mathematics education to the category of a scientific field of inquiry and which positioned mathematics as a key element in educating the masses. This writing presents a brief glimpse to the rhizome that unfolds in historicizing mathematics education.
spa
info:eu-repo/semantics/openAccess
mathematics education
story
rhizome
historization of the present
educación matemática
historia
rizoma
historización del presente
Una breve historia de la educación matemática
info:eu-repo/semantics/article
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https://gredos.usal.es/bitstream/10366/148860/1/Una_breve_historia_de_la_educacion_matem.pdf
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Una_breve_historia_de_la_educacion_matem.pdf
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Una_breve_historia_de_la_educacion_matem.pdf.txt