Tracing the socio-cultural-political axis in understanding Mathematics education

Abstract

Research is always carried out from a standpoint, an epistemological stance that shapes the ontological assumptions about what is being researched, even though the researchers might be unaware of or unconcerned about what it is. Despite apparently being evident, this assertion needs to be revisited when reviewing the insertion of socio-cultural approaches to Mathematics thinking, learning and education in the last 10 years of research in PME.