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… from Universidad Externado de Colombia, and a teacher who has been working for eleven years now at Marruecos y Molinos Public School in Bogotá. The opposing and contradictory experiences I lived as a school student determined my critical positions in relation to public education in Bogotá, which I summarize as follows: Students do not go to school because of an inner and authentic … ld as Hinchey, P. H. (2006). Becoming a critical educator: Defining a classroom iden- tity, designing a critical pedagogy. Peter Lang. Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher …
… understanding of the divi- sion algorithm. En C.W. Spinks y J. Deely (eds.), Semiotics (pp. 118-130). Toronto, Canada: Peter Lang. Sáenz-Ludlow, A. (1998). Symbolic activity in mathematics classrooms: A semio- tic perspective. En C.W. Spinks y J. Deely (Eds.), Semiotics (pp. 156-170). Toronto, 235 Canadá: Peter Lang. Sáenz-Ludlow, A. (2004). Metaphor and numerical diagrams in the arithmetical activity of a fourth-grade class. …
… B. E. & Dopico E. (2016). Science teaching in science education. Cult Stud of Sci Educ.DOI 10.1007/s11422-015-9703-7.Peter J. & Fensham. (2004). Defining an Identity The Evolution of Science Education as a Fieldof Research. Springer …