Breaks and continuities between school content and out-of-school mathematical learning in rural communities

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This article aims to reflect on the planning of mathematics teaching in multigrade classrooms in rural schools, where diversity is present in multiple forms, not only in the range of teaching contents and work rhythms, but also in the variety of school and out-of-school knowledge, family, and cultur...

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Autores principales: Escobar, Mónica, Méndez, Nazarena, Cardoso, Elena
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudio Sociales. Universidad Nacional del Nordeste 2026
Materias:
mathematics
multigrade
rural community
matemática
plurigrado
comunidad rural
Acceso en línea:https://revistas.unne.edu.ar/index.php/dpd/article/view/9316
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-9316
record_format ojs
spelling I48-R154-article-93162026-05-19T12:43:06Z Breaks and continuities between school content and out-of-school mathematical learning in rural communities Rupturas y continuidades entre los contenidos escolares y los conocimientos matemáticos extraescolares en comunidades rurales Escobar, Mónica Méndez, Nazarena Cardoso, Elena mathematics multigrade rural community matemática plurigrado comunidad rural This article aims to reflect on the planning of mathematics teaching in multigrade classrooms in rural schools, where diversity is present in multiple forms, not only in the range of teaching contents and work rhythms, but also in the variety of school and out-of-school knowledge, family, and cultural knowledge that circulates (or could circulate) within the classroom. Our focus is to analyze a set of tensions that arise around the selection of school mathematical content: What place is given to what is common and what is diverse, to the universal and the local? (Záttera, 2015, 2020). What kinds of dialogues and ruptures are generated between the selected mathematical content and the knowledge circulating in the rural community? Which mathematical forms of knowledge are embedded in family and cultural practices? From this perspective, we examine the decision to adapt mathematical problem statements so as to situate them in contexts that are familiar and meaningful to students, an idea widely promoted in rural education. Este artículo apunta a reflexionar sobre la planificación de la enseñanza de la matemática en aulas plurigrado de escuelas rurales, en las que la diversidad se hace presente de múltiples formas, no sólo en la amplitud de contenidos de enseñanza y ritmos de trabajo, sino también de conocimientos escolares, extraescolares, familiares y culturales que circulan –o podrían circular– en las aulas. Nos interesa analizar un conjunto de tensiones que se generan en torno a la selección de contenidos matemáticos escolares: ¿Qué lugar se le asigna a lo común y a lo diverso, a lo universal y a lo local? (Záttera, 2015, 2020), ¿cuáles son los diálogos y las rupturas que se generan entre los contenidos matemáticos seleccionados y los conocimientos que circulan en la comunidad rural?, ¿cuáles son esos conocimientos matemáticos que funcionan en las prácticas culturales y familiares? A partir de allí, analizamos la decisión de adaptar los enunciados de los problemas matemáticos de modo de situarlos en un contexto cercano y conocido por los alumnos, idea ampliamente extendida en la educación rural. Centro de Estudio Sociales. Universidad Nacional del Nordeste 2026-05-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares text/xml application/pdf https://revistas.unne.edu.ar/index.php/dpd/article/view/9316 10.30972/dpd.15259316 De Prácticas y Discursos; Vol. 15 Núm. 25 (2026): De Prácticas y Discursos. Cuadernos de Ciencias Sociales 2250-6942 spa https://revistas.unne.edu.ar/index.php/dpd/article/view/9316/9228 https://revistas.unne.edu.ar/index.php/dpd/article/view/9316/9250 http://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic mathematics
multigrade
rural community
matemática
plurigrado
comunidad rural
spellingShingle mathematics
multigrade
rural community
matemática
plurigrado
comunidad rural
Escobar, Mónica
Méndez, Nazarena
Cardoso, Elena
Breaks and continuities between school content and out-of-school mathematical learning in rural communities
topic_facet mathematics
multigrade
rural community
matemática
plurigrado
comunidad rural
author Escobar, Mónica
Méndez, Nazarena
Cardoso, Elena
author_facet Escobar, Mónica
Méndez, Nazarena
Cardoso, Elena
author_sort Escobar, Mónica
title Breaks and continuities between school content and out-of-school mathematical learning in rural communities
title_short Breaks and continuities between school content and out-of-school mathematical learning in rural communities
title_full Breaks and continuities between school content and out-of-school mathematical learning in rural communities
title_fullStr Breaks and continuities between school content and out-of-school mathematical learning in rural communities
title_full_unstemmed Breaks and continuities between school content and out-of-school mathematical learning in rural communities
title_sort breaks and continuities between school content and out-of-school mathematical learning in rural communities
description This article aims to reflect on the planning of mathematics teaching in multigrade classrooms in rural schools, where diversity is present in multiple forms, not only in the range of teaching contents and work rhythms, but also in the variety of school and out-of-school knowledge, family, and cultural knowledge that circulates (or could circulate) within the classroom. Our focus is to analyze a set of tensions that arise around the selection of school mathematical content: What place is given to what is common and what is diverse, to the universal and the local? (Záttera, 2015, 2020). What kinds of dialogues and ruptures are generated between the selected mathematical content and the knowledge circulating in the rural community? Which mathematical forms of knowledge are embedded in family and cultural practices? From this perspective, we examine the decision to adapt mathematical problem statements so as to situate them in contexts that are familiar and meaningful to students, an idea widely promoted in rural education.
publisher Centro de Estudio Sociales. Universidad Nacional del Nordeste
publishDate 2026
url https://revistas.unne.edu.ar/index.php/dpd/article/view/9316
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AT escobarmonica rupturasycontinuidadesentreloscontenidosescolaresylosconocimientosmatematicosextraescolaresencomunidadesrurales
AT mendeznazarena rupturasycontinuidadesentreloscontenidosescolaresylosconocimientosmatematicosextraescolaresencomunidadesrurales
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first_indexed 2026-06-17T05:01:02Z
last_indexed 2026-06-17T05:01:02Z
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