Colombian Community of Mathematics Education: a documentary characterization

Abstract We characterize the Colombian research and innovation community in Mathematics Education from its open access documentary production. We analyzed the content of 3475 documents published by this community between 1983 and 2017, with a semantic approach, from a taxonomy of key terms specific to Mathematics Education. We analyzed the diachronic behavior of the documentation and established the thematic specialty, the evolution of the content over time through the sets of variables such as educational level, pedagogical notions, and mathematics topics, and the association between these sets. The results confirm that Mathematics Education in Colombia is a study front. The focal points of interest for the community are the undergraduate and secondary educational levels, the pedagogical notions of learning, classroom and teaching, and the topics of geometry, algebra, and numbers. This study leaves an open discussion regarding the role of research and innovation in the consolidation of Mathematics Education as a discipline.

摘要 本研究依托哥伦比亚数学教育（Mathematics Education）领域研究与创新共同体的开放获取文献成果，对该共同体开展特征刻画。本研究采用语义分析方法，基于面向数学教育的专属关键术语分类体系，对该共同体1983年至2017年间发表的3475篇文献内容进行分析。通过教育层次、教学观念、数学主题等变量维度，本研究剖析了文献的历时性演化特征，明确了该领域的研究主题特色与内容随时间的演变规律，并厘清了各变量维度间的关联关系。研究结果证实，哥伦比亚的数学教育已形成独立的研究前沿阵地。该共同体的核心研究兴趣聚焦于本科与中等教育层次、学习、课堂与教学相关的教学观念，以及几何学、代数学与数相关的数学主题。本研究同时为探讨研究与创新在数学教育作为一门学科的建设进程中所发挥的作用留下了开放性讨论空间。