Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Leslie Jimenez, Vicente Campos
University of Chile
⬇ Download PDFThis paper investigates the gap between mathematics and society through storytelling shared by adults on social networks. Using qualitative thematic analysis, we identify five dimensions that constitute these identities: the affective domain, exclusionary pedagogical practices, performance-based labeling, curricular transitions, and gender bias. This study places particular emphasis on one finding: the trauma at the board as a tool for public humiliation and exposure. The findings suggest that mathematical alienation is not a cognitive deficit but an identity produced by traumatic and unsupported educational environments. We argue that humanizing the classroom requires transforming these spaces of exposure and isolation into supportive dialogic environments.
identitymathematical distancingsocial networksstorytelling