Mathematics is a symbolic means of signifying both direct experience and scientific engagement, forming corresponding ways of thinking, as well as opportunities for communication and participation. The development of mathematical knowledge and skills relates to historical, social and political contexts, the means and content as they are shaped, and are dynamically evolving in the contemporary multicultural and multilingual landscape. The Laboratory of Mathematical Literature in Formal and Informal Frameworks was designed to be a research, analysis and teaching area, mainly mathematical literacy, but also complementary literacies, such as digital, multimodal, etc. In the Laboratory framework, mathematical literary is approached through sociocultural perspective (e.g Ethnomathemathics) emphasizing the social dimension of knowledge and the role of the context within it is developed, as well as the ideological dimension of knowledge.
From a research point of view, and through the perspective described above, we are interested in studying school mathematics literacy as part of the broader literacy that are developed outside of classroom contexts, as well as their dynamic interaction. The study of mathematical literacy, outside the school context, will create conditions for the empowerment of students, especially those from minority and marginalized backgrounds, mitigating the consequences of the acculturation process they experience in the classroom and in the school with obvious consequences. As for teaching, students will be encouraged to view individual literacies (mathematical, digital, etc.) not as discrete and closed systems, but as part of a larger whole, including literacies that develop in other — outside the school — contexts, and that all of these literacies interact and inform each other.
Functions and social objectives of the Laboratory
Based on the above, the objectives of the Mathematical Literacy Laboratory in Formal and Informal Frameworks are as follows: