Resumen

RODRIGUEZ, Milagros Elena. Trans-didactics in Transcomplex Decolonial Mathematics Education. Ed. Mat. Deb. [online]. 2022, vol.6, n.12, e14.  Epub 01-Oct-2024. ISSN 2526-6136.  https://doi.org/10.46551/emd.v6n12a14.

Despite great advances in the didactics of Mathematics, the de-linking and re-linking towards a planetary decolonial mathematics is far from reality in teaching. In the Transcomplex Decolonial Mathematics Education (EMDT) line of research, we are going to support trans-didactics in EMDT as the objective of the inquiry. We do it in the complex transparadigm with rhizomatic deconstruction as transmethod. In the reconstruction we build complex strategies that safeguard the ethnomathematics-classroom social mind-spirit. Trans-didactics opens diatopical essences that allow the conjunction in Mathematics Education of: abstract-concrete, theory-example, global-local, scientific knowledge-lay knowledge, knowledge of civilizations in the South- knowledge of civilizations in the West-North, knowledge of the civilizations in the North - knowledge of the civilizations in the South, mind-soul, reason-emotion, physical classroom-social mind-spirit classroom, among others, that in the traditional teaching of mathematics had been separated.

Palabras clave : Trans-Didactic; Mathematics Education; Planetary Decoloniality; Complexity..

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