Configuración de sentidos ético-políticos de jóvenes en la Educación Matemática. Una lectura sociocrítica desde un análisis categorial
Giovanny Jair Calderón Alba
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Source: Crossref
Published: Oct 15, 2026
DOI: 10.54541/reviem.v6i3.199
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This article proposes a conceptual reading of the configuration of young people’s ethical-political meanings within mathematics learning environments, based on the analysis of central categories framed in the doctoral research project Ethical-political perspectives of young citizens in contexts of social vulnerability through a sociocritical mathematical modelling environment, conducted in the Doctorate in Education and Society at Universidad de La Salle, Bogotá, Colombia. This research articulates three conceptual categories: (1) the ethical-political dimension, understood as a set of meanings related to the recognition of others, responsibility, deliberation, and collective action; (2) critical Mathematics Education, which conceives mathematics as a tool to interpret, question, and transform social realities; and (3) mathematical modelling from a sociocritical perspective, which situates mathematics as a social practice linked to the problematization of reality. The categorical analysis allows for the identification of points of convergence and tensions that make it possible to examine how young people’s ethical-political meanings are configured within the context of Mathematics Education. Furthermore, it contributes to expanding research from a sociopolitical perspective by proposing a reading that articulates mathematics learning environments with the construction of citizenship from young people’s lived experiences.
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