Entorno sociocultural y cultura matemática en profesores del nivel superior de educación. Estudio de caso en el instituto tecnológico de oaxaca. Una aproximación socioepistemológica

The socioepistemological approximation, theoretical frame on which this research is developed, facilitates the recognition of the following fundamental facts: it spreads the mathematical culture notion, which is not only considered as mathematical background knowledge possessed by someone, but as something recognized as a heritage of social practices, linked to the mathematical activity; knowledge, scholarly mathematical knowledge, ideas, beliefs and mathematical practices and uses, that go along with every individual. It also recognizes that the mathematical culture is a product of the successive set of constructions of social practices linked to the mathematical activity, and that it is built throughout a person’s life. Finally, mathematical knowledge socialization is a product not only of how mathematical knowledge is educationally communicated, but through social specific practices. The theoretical perspective that we build called socio-epistemology has made possible the study of the social practices that are part of the conformation of the mathematical culture of a group of teachers, as in the Technological Institute of Oaxaca, and so identifying the nature and origin of such practices, the way of acting, and the results obtained, because of their practice. Lastly, the importance of this research for the socio-epistemology, and of course for the educational mathematics, is founded on the fact that this Thesis paper permits the observation of some elements of construction of the scholar’s mathematics discourse, since one teacher reproduces a mathematics course, he does so from his own mathematical culture. This fact is manifested in both, the way of devising mathematics itself, and in teaching – learning practices