Abstract

The paper identifies, characterizes, and illustrates the phenomenon of exclusion caused by the academic mathematical discourse (dME), hence addressing the main subject of discussion that may develop on who and what is excluded in the educational act. We consider exclusion in a broader sense that the process of involvement of the individual to be out of certain group or lack certain rights, but because of access without being considered to be invisible. The dME is characterized by the hegemonic and utilitarian, devoid of reference frames, which imposes meanings, arguments, and procedures focused on mathematical objects. This avoids the functional nature of mathematical knowledge since the individual person builds it in their community. Therefore, we hold that the discourse has excluded us to build mathematical knowledge.