WG19 - Mathematics Education in the context of ANPEd
path and constitution
DOI:
https://doi.org/10.23925/1983-3156.2025v27i4p024-046Keywords:
Mathematics education, WG 19, ANPed, EducationAbstract
In 2025, the Mathematics Education Group of the National Association of Post-Graduation and Educational Research (ANPEd) is celebrating its 25th anniversary, which is an excellent opportunity to look back and examine two relevant aspects for the Brazilian Mathematics teachers: 1) the circumstances that led to the creation of the group – seen as a type of enclave between territories with, apparently, well-defined boundaries; and 2) the main elements that, during the group's existence and actions, have given Maths Education (ME) the epistemological status of a practice and research field. While these aspects seem peculiar, they also reveal what they are and how they adjust to the knowledge areas connected during their establishment. By recognising the pedagogical and educational nature of the group's creation and development, we aim to understand and explain the connection between Mathematics Education and Education, as well as the conflicts and disputes that are part of the group's history. To guide our reflection and analysis, we used articles and dossiers written by the WG as research data, which were compiled as a result of the ANPEd annual meetings since 2004. Currently, the relationship between ME and Education has been an inevitable circumstance, given their converging characteristics and goals, which has fostered dialogue between WG19 and other ANPEd WGs.
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