The cruel pedagogy of viruses in mathematical education: an autobiographic-narrative analysis

Abstract

In the midst of the traditional crisis of mathematics, now the quarantined
crisis of said science is added in the use of technologies and distance education
with improvised practices. Biographical-narrative inquiry was used as a tool for
educational research to analyze the cruel pedagogy of the virus in Mathematics
Education in times of the pandemic that began in 2020, as a complex objective. Concluding in rhizomatic structures, that the three cases narrated in the inquiry are
required in the educational processes of mathematics, the actors of the educational
process self-evaluate in the light of the ethical doing of what it means to educate;
of the responsibility of awakening the love, passion and usefulness of mathematics
in the life of the learner. In quarantine it is urgent to take confinement to reflect
responsibly on what we do in our praxis; What are our shortcomings in the light of
so many results of the didactics of mathematics that are available from reading on
the Internet? From where investigating and raising awareness can become solutions
to the crisis.