TEACHERS´ EPISTEMOLOGY OF SCHOOL MATHEMATICAL KNOWLEDGE: A CASE STUDY

Abstract

It was sought to know the epistemology of the teachers on school mathematical knowledge. The study was framed in the Socioepistemological Theory, understanding mathematics as a human activity from epistemic relativism. This qualitative study used microscopic analysis to form categories and then dialect ically analyzed those categories. The i nvest igat ive interest arose when observing the inf luence of Eurocentrism, the mono epistemism of the school and the absence of some knowledge i n t eachi ng. The epist emology of t he t eacher inf luences his teaching and affects the school model as a tool for change or social cont i nuit y. The result s showed t hat teachers mostly understand mathematics as a priori knowledge, assigning to human action the role of discovering, interpreting or formalizing it.