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A pesquisa em educação matemática, os pesquisadores e a sala de aula: um fenômeno complexo, múltiplos olhares, um tecer de fios; The research in mathematics education, the researchers and the mathematics classroom: a complex phenomenon, multiple perspectives, weaving of threads.

Andrade, Silvanio de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 12/09/2008 PT
Relevância na Pesquisa
66.11%
O trabalho em questão investiga a relação entre a prática de pesquisa e a prática de sala de aula em Educação Matemática, procurando compreender esse processo a partir de perguntas tais como: Qual o impacto da pesquisa em Educação Matemática na sala de aula? Como as pesquisas e os pesquisadores vêm se relacionando com a sala de aula de Matemática? O que os pesquisadores têm a dizer à sala de aula de Matemática e o que esta tem mostrado a eles? Como as pesquisas e os pesquisadores podem contribuir, de um modo mais efetivo, com a mudança, a transformação e a reinvenção da sala de aula de Matemática? Que possibilidades e impossibilidades a globalização traz ao tema pesquisa/sala de aula? Tomamos como referência estudos relativos ao tema pesquisa e prática em Educação Matemática, em especial teorizações de Jeremy Kilpatrick, artigos e Handbooks em torno do tema. O caminho da investigação teve como orientação principal a perspectiva da Análise do Discurso de Michel Foucault, levando a evidências sobre pontos frágeis e fortes da relação entre a prática da pesquisa e a prática da sala de aula. Também refletimos a partir da desconstrução de Jacques Derrida. Os dados e fatos recolhidos para apreciação e análise vieram do interior dos discursos de 71 pesquisadores da Educação Matemática...

O ensino individualizado: a educação matemática na relação aluno-professor; The individualized teaching: the mathematics education in the studentteacher relationship.

Storti, Tiago Perestrelo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 02/12/2010 PT
Relevância na Pesquisa
65.94%
O presente trabalho consiste em analisar a importância do ensino individualizado na Educação Matemática, tomando-se como base para esse estudo o Plantão de Dúvidas (período de atendimento aos alunos fora do horário regular de aulas). Tal ensino permite um aprofundamento na relação aluno-professor e preza pela singularidade de cada aluno, respeitando o modo único de pensar e de aprender de cada um. Pretende-se, portanto, compreender como o ensino individualizado ajuda o aluno em seu aprendizado através de questionários a alunos e professores plantonistas, a fim de que sejam ressaltadas as principais características desse ensino. É dada especial atenção à Matemática, devido à grande procura pelo Plantão dessa disciplina, percebendo-se uma dificuldade além da média, enfrentada pelos alunos, comparando-se às outras disciplinas. Através da análise de dados, compreendem-se as características relativas a esse tipo de ensino como valorização do aluno, proximidade, segurança, confiança e afetividade, para que, paralelamente às aulas coletivas, os alunos tenham uma aprendizagem mais efetiva.; The present work is to analyze the importance of individualized teaching in mathematics education, taking as a basis for this study the "Duty of Questions" (period of service to students outside the regular schedule of classes). This allows a deepening education in the student-teacher relationship and values the uniqueness of each student...

Currículo, cultura e educação matemática: uma aproximação possivel?; Curriculum, culture and mathematics education: a possible approach?

Godoy, Elenilton Vieira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/10/2011 PT
Relevância na Pesquisa
66.11%
O presente estudo insere-se na linha de pesquisa Currículos, ensino e aprendizagem em Matemática, do Grupo de Estudos e Pesquisa em Educação Matemática e Educação (GEPEME), da área de Ensino de Matemática e Ciências do Programa de Estudos Pós-Graduados em Educação da Faculdade de Educação da Universidade de São Paulo (USP) e tem como objetivo investigar em que medida o conhecimento matemático é usado na sociedade contemporânea e como se manifesta nas relações de poder; e compreender sobre e como as práticas de significação interferem na organização e construção do currículo da Matemática da Educação Básica. Metodologicamente, inclui-se numa abordagem qualitativa de pesquisa, na modalidade ensaio teórico e articula práticas discursivas que têm sido pouco confrontadas com a Educação Matemática, mais precisamente, com o currículo da Matemática escolar, ao longo dos últimos anos. Teoricamente, fundamenta-se em estudos sobre as diferentes teorias de currículo procurando analisar o papel que as disciplinas escolares ocupam em cada uma dessas teorias; em estudos sobre a centralidade da cultura para discutir as questões da contemporaneidade; e em estudos na área de Educação Matemática, tais como Etnomatemática...

VOICES FROM THE SOUTH: DIALOGICAL RELATIONSHIPS AND COLLABORATION IN MATHEMATICS EDUCATION

Villarreal, Monica E.; Borba, Marcelo C.; Esteley, Cristina B.; Atweh, B.; Barton, A. C.; Borba, M. C.; Gough, N.; Keitel, C.; VistroYu, C.; Vithal, R.
Fonte: Springer Publicador: Springer
Tipo: Artigo de Revista Científica Formato: 383-402
ENG
Relevância na Pesquisa
65.85%
This chapter presents a collaborative experience between two neighbouring countries from South America: Argentina and Brazil. Our purpose is to share a model of international collaboration that we consider to be an alternative to the classical movement of early mathematical and scientific knowledge between East and West and between North and South. We start our chapter with a general discussion about the phenomenon of globalization considering some local examples. We characterize our collaboration exploring the tensions and difficulties we faced along our own professional development at the local as well as the international level. We describe the development of our prior collaborative work that established the foundation for our international collaboration portraying the local mathematics education communities. We refer to some balances that were created among our relationships, the expansion of our collaborative network, and how this particular collaboration allows us to contribute to the regional field and inform the international one. We discuss the way that the search for balance and symmetry, or at least a complementary asymmetry in our collaborative relationships, has led us to generate a genuine and equitable collaboration.

Phenomenological perspective on mathematics education

Viggiani Bicudo, Maria Aparecida; Kaldrimidou, M; Sakonidis, H
Fonte: Int Grp Psychol Math Educ Publicador: Int Grp Psychol Math Educ
Tipo: Artigo de Revista Científica Formato: 169-175
ENG
Relevância na Pesquisa
65.94%
This is a philosophical essay on a phenomenological way to understand and to work out Mathematics Education. Its philosophical grounding is the Husserlian work, focusing on its key word "going to the things themselves" in order to keep us away from the theoretical educational truth, took as the unique one. We assume the attitude of being on the life-world with the students and Mathematics as a field of research and practice that show and express themselves through lived experiences and through language. We assume to be in search of understanding of education, learning and Mathematics, as we take care, consciously, of what we are doing and saying in the same movement of saying and doing it.

Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

Magalhaes Gomes, Maria Laura; Brito, Arlete de Jesus
Fonte: Unesp-dept Mathematica Publicador: Unesp-dept Mathematica
Tipo: Artigo de Revista Científica Formato: 105-130
POR
Relevância na Pesquisa
66.01%
The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

Online distance mathematics education in Brazil: research, practice and policy

Maltempi, Marcus Vinicius; Malheiros, Ana Paula dos Santos
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 291-303
ENG
Relevância na Pesquisa
66.03%
In this article, we address online distance mathematics education research and practice in Brazil, which are relative newcomers to the educational scene. We present the national context of education in Brazil, highlighting the organization of the educational system, and also a summary of national legislation on distance education and an overview of digital inclusion in the country. We outline the potential and relevance of distance education for the Brazilian educational system and show how it could intervene in the system. With respect to research and practice in online mathematics education, we present support for research, examples of studies and highlight different aspects being addressed, including its essential components. In addition, we discuss the synergy between distance education and teacher education, and mathematics distance education and modeling, as well as other initiatives in the national scenario.

As práticas de formação no estágio curricular supervisionado na licenciatura em matemática : o que revelam as pesquisas acadêmicas brasileiras na década 2001-2010; The formative practices in the supervised curricular apprenticeship in mathematics education : what reveals brazilian academic research in the decade 2001-2010

Marisol Vieira Melo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 30/08/2013 PT
Relevância na Pesquisa
66.09%
Nosso estudo tem como objeto de análise as práticas formativas desenvolvidas no Estágio Curricular Supervisionado na Licenciatura em Matemática (ECSLM), identificadas nas dissertações e teses brasileiras defendidas no país entre os anos de 2001 e 2010. Optamos por uma investigação meta-analítica buscando responder à seguinte questão: Como o Estágio Curricular Supervisionado na Licenciatura em Matemática vem sendo concebido e descrito nas pesquisas brasileiras (2001-2010), que práticas formativas são desenvolvidas e investigadas, e, que relações e parcerias entre sujeitos e instituições são estabelecidas nesse processo? Para constituir o corpus de nossa investigação foram selecionadas 15 dissertações e teses da última década sobre ECSLM que atendiam os seguintes critérios: (i) Estágio Curricular Supervisionado realizado se, e somente se, na Licenciatura em Matemática; (ii) Estágio Curricular Supervisionado tido como um cenário/ambiente constituinte da formação do futuro professor de Matemática; (iii) Sujeitos deveriam estar cursando ou realizando Estágio Curricular Supervisionado durante a pesquisa; (iv) Pesquisas que desenvolvessem alguma prática de formação (e não apenas estudos sobre as práticas...

The use of mathematics education project in the learning of mathematical subjects at university level

Pais, Sónia; Anjo, António José Batel; Cabrita, Isabel
Fonte: Macrothink Institute Publicador: Macrothink Institute
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.98%
The educational context requires a renewal of paradigms. Profound changes in the roles and functions of teachers and students are particularly vital. More active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere ‘transmission’ of knowledge. Informatics tools can become a major element in the educational context, promoting significant and self-regulated learning for the student, always under the adequate orientation of the teacher. In this context, the Mathematics Education Project (PmatE) was created in the University of Aveiro, with the main objective of identifying and counteracting the causes of school failure in mathematics in an innovative approach. However, the PmatE platform has not yet been subjected to the kind of systematic evaluation, especially in higher education, that would allow us to understand in what conditions the goals can be achieved. Thus, the question underlying this explanatory research is: “What impact does the platform of assisted education developed by PmatE have in the process of learning math subjects at university level?” A previous analysis (still ongoing) of the data collected through several techniques – inquiry, documental analysis and participant observation – suggests there are interesting and innovative alternatives to the dominant pedagogies in higher education (where teaching assumes almost exclusively a magisterial form)...

Purpose and Education: The Case of Mathematics

Harouni, Houman
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
56.08%
Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered by national education systems are not convincing, and that students are tested on content whose purpose neither they nor their teachers clearly understand. In the first part of the dissertation, I propose a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting socio-political values, particularly in relation to labor and citizenship. Beginning with a critical study of history, I trace the origins of modern mathematics education, in the process unearthing common, unexamined assumptions regarding the place and form of mathematics education in contemporary society. In the second part of the dissertation I use the above theoretical framework to re-examine the literature on mathematical word problems. Word problems have interested research because they operate at the intersection between mathematics, education, and labor. I argue that scholarly discussions of word problems have so far adopted unexamined assumptions regarding the role of history, the structure of everyday life, and the relationship between mathematics and other disciplines. Through the lens of political economy I examine these assumptions and offer new categories and explanation for understanding word problems. In the final part of the dissertation...

Etnomatemática, educação matemática crítica e pedagogia dialógico-libertadora: contextos e caminhos pautados na realidade sociocultural dos alunos; Ethnomatematics, mathematics education and critical pedagogy dialogical-liberation: backgrounds and paths guided by the sociocultural reality of the students

REIS, Jaqueline Ferreira dos
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
66%
The presented research is in line of search Teaching and Learning of Science and Mathematics of Postgraduate Program on Education in Science and Mathematics of Pro- Rectory for Research and Postgraduate Studies (PRPPG) of Federal University of Goiás. The developed study aimed investigate and reflect about the possibilities of articulation in between the mathematic knowledge and social, political, cultural and economic realities, through contextualized activities with aim in to valorize the students life contexts (background) and give voice to your yearnings, hopes and dreams (foreground). The central problem in the research is constituted as follows: can that articulation contribute to a learning with social meanings and culturally contextualized from mathematics, as to a critical reading and aware of the reality surrounding which encourage the student autonomy? Linked to this question, lies the research goal: investigate if the act of seeking meanings to a effective learning of mathematics through contextualized activities in the students sociocultural reality, plus your interests, contributes to that their knowledge be directed to a critical conscience and to a autonomous exercise of citizenship. This study is constituted by a qualitative approach of research...

Redes académicas generadas por las tesis doctorales de educación matemática en España; Academic networks generated by spanish phd theses on mathematics education

Maz-Machado, Alexander; Bracho-López, Rafael; Torralbo-Rodríguez, Manuel; Gutiérrez-Arenas, Mª Pilar; Jiménez-Fanjul, Noelia; Adamuz-Povedano, Natividad
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
66%
Introducción. Se presenta un estudio sobre las redes académicas generadas por las tesis doctorales de Educación Matemática leídas en España desde el año 1976 hasta el 2009. Propósito y objetivos. El propósito es identificar los posibles colegios invisibles de colaboración académica en la disciplina de Educación Matemática.Metodología. Se ha recuperado información de 328 tesis listadas en trabajos previos, la base de datos de tesis doctorales TESEO, las páginas web de los departamentos de Educación Matemática y los boletines de la Sociedad Española de Investigación en Educación Matemática (SEIEM), así como consulta a doctores del área. Mediante técnicas bibliométricas, se realiza un análisis de redes de colaboración.Resultados. El estudio revela sesgo en el género de los directores y que la participación en los tribunales de tesis no tiene correlación con las tesis dirigidas. También se observan cambios producidos en las direcciones de tesis respecto a trabajos anteriores sobre el mismo tema además de aportar información más actualizada.; Introduction. We present a study of the academic networks generated by PhD theses on mathematics education read in Spain from 1976 until 2009. Objectives. The main purpose is to identify "invisible colleges" for academic collaboration in Educational Mathematics. Method. Data has been recovered from 328 theses listed in previuos studies...

Aprendizaje de las matemáticas por indagación; Inquiry based mathematics education

Miguélez Fernández, Yanira
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
65.85%
RESUMEN En este TFG abordamos la problemática en torno a la enseñanza de las matemáticas mediante indagación (IBME). Así, analizamos brevemente las ideas que sustentan esta metodología, su conexión con otros métodos próximos (como la resolución de problemas o la enseñanza mediante proyectos) y algunas aportaciones de defensores y detractores de la misma. Tras pasar revista a algunas propuestas internacionales recientes basadas en IBME, finalmente realizamos una modesta propuesta personal sobre esta metodología.; ABSTRACT In this TFG we reflect on IBME (Inquiry Based Mathematics Education). We briefly analyze the foundations of this methodology, its connection to other closely related methods (such as problem solving or learning through projects), and we discuss some pros and cons of the IBME, through the comments of supporters and detractors. Then we review some recent, IBME-based international proposals and, finally, we bring our own, modest, proposal concerning this approach.; Grado en Magisterio en Educación Primaria

Discourses of power in mathematics education research: Concepts and possibilities for action

Valero, Paola
Fonte: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI). Publicador: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico, (FQM-193), del Plan Andaluz de Investigaci??n, Desarrollo e Innovaci??n (PAIDI).
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
66.01%
Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is put forward. Three main discourses are identified: Power as an intrinsic capacity, power as structural imbalance, and power as distributed positioning. Identifying these discourses allows clarifying the values associated to mathematics education and the pedagogical imaginaries that are possible to envision for mathematics teaching and learning.; La educaci??n matem??tica es poderosa. Esta afirmaci??n aparece con frecuencia en art??culos de investigaci??n; no obstante su significado no es siempre claro. Un an??lisis de las distintas maneras de hablar sobre el poder en relaci??n con la educaci??n matem??tica se ponen al descubierto en tres tipos de discursos: el poder como capacidad intr??nseca, el poder como desequilibrio estructural y el poder como posicionamiento distribuido. La identificaci??n de estos tres discursos permite elucidar los valores que se le atribuyen a la educaci??n matem??tica, y hacer evidente los imaginarios pedag??gicos posibles para pensar la ense??anza y el aprendizaje de las matem??ticas.

Strengthening Mathematics Education in Sri Lanka

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
66.13%
A well-informed and knowledgeable community is of vital importance for the economic and social development of a modem society. The knowledge and skills required for present day activities are much more complex than those required in the past. Today, many jobs require expert thinking and non-routine analytical skills, to identify and solve problems. Mathematics education focuses on developing a person's analytical and problem solving abilities. Thus a high quality mathematics education win ensure that students develop the skills that are essential not only in science and technology, but also in everyday life and the workplace. The government of Sri Lanka, recognizing the need for a high quality mathematics education has implemented several reforms in the recent past. Although the progress achieved is commendable, there is still room for improvement in certain important aspects of the learning teaching process. The main aim of the mathematics curriculum under these reforms is to create individuals who are able to think mathematically and apply mathematical knowledge effectively and responsibly in problem solving and decision making.

Dynamics of change of mathematics education in Brazil and a scenario of current research

D'Ambrosio, Ubiratan; Borba, Marcelo C.
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 271-279
ENG
Relevância na Pesquisa
66.03%
Mathematics education in Brazil, if we consider what one may call the scientific phase, is about 30 years old. The papers for this special issue focus mainly on this period. During these years, many trends have emerged in mathematics education to address the complex problems facing Brazilian society. However, most Brazilian mathematics educators feel that the separation of research into trends is a theoretical idealization that does not respond to the dynamics of the problems we face. We raise the conjecture that the complexity of Brazilian society, where pockets of wealth coexist with the most shocking poverty, has contributed to the adoption and generation of different strands in mathematics education, crossing the boundaries between trends. At a more micro level, we also raise the conjecture that Brazilian trends in research are interwoven because of the way that Brazilian mathematics educators have experienced the process of globalization over these 30 years. This tapestry of trends is a predominant characteristic of mathematics education in Brazil. © FIZ Karlsruhe 2009.

Mathematics Education and Society (MES) : a constituição de uma comunidade de pratica cientifica internacional; Mathematics Education and Society (MES) : the constitution of an international community of scientific practice

Valeria de Carvalho
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/02/2007 PT
Relevância na Pesquisa
66.02%
Esta tese investiga os propósitos, valores, conflitos e formas diversificadas de representação do social que têm participado da constituição da comunidade de prática científica internacional denominada Mathematics Education and Society (MES), tanto no que se refere ao processo constitutivo de sua identidade, quanto no que diz respeito à realização de suas práticas sócio-culturais e de sua produção científico-cultural. A base documental na qual se assenta o processo de constituição dessa comunidade é composta pelos anais das quatro conferências do MES realizadas até o momento, por mensagens da sua lista de discussão, por entrevistas realizadas com membros do MES e pesquisadores relacionados e por notas de campo obtidas com base em participação pessoal em duas dessas conferências. O referencial metodológico-conceitual subjacente a essa constituição foi construído com base no diálogo com autores como Foucault, Bourdieu, Hall e Wenger.; This thesis focuses on the purposes, values, conflicts and diversified forms of social representation that have comprised the international community of scientific practice named Mathematics Education and Society (MES), not only in terms of the constitution process of its identity...

Objetivos e resultados da pesquisa em Modelagem Matemática na Educação Matemática brasileira: o caso de uma categoria; Objectives and results of research in Mathematical Modeling in Brazilian Mathematics Education: the case of a category

Burak, Dionísio; Universidade Estadual do Centro-Oeste; Brandt, Celia Finck; UEPG; Silva, Vantielen da Silva; UNICENTRO
Fonte: MTM/PPGECT/CFM/UFSC Publicador: MTM/PPGECT/CFM/UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 29/07/2014 POR
Relevância na Pesquisa
65.98%
http://dx.doi.org/10.5007/1981-1322.2014v9nespp21Neste artigo apresentamos considerações em relação aos dados que envolvem a categoria: Objetivos que buscam relacionar a Modelagem Matemática com outras teorias, tendências ou tecnologias e seus respectivos resultados revelados nos trabalhos apresentados e constantes nos anais da VI Conferência Nacional de Modelagem em Educação Matemática - VICNMEM. A questão de fundo é: Como se apresentam os objetivos e os resultados dos trabalhos publicados no âmbito da VI CNMEM? A natureza da investigação é predominantemente qualitativa e a análise dos dados se pautou nas orientações de Bardin (2009) para a análise de conteúdo. Foram analisados quinze (15) trabalhos submetidos ao evento, com o auxílio do software Atlas t.i. Alguns resultados mostram o avanço na busca de associar a Modelagem com outras tendências da Educação Matemática, mas também ainda uma pequena contribuição em relação à consolidação do campo da Modelagem na Educação Matemática.; http://dx.doi.org/10.5007/1981-1322.2014v9nespp21This article presents considerations regarding the data involving the category: Objectives that seek association of Modeling Mathematics with other theories, trends or technologies and their results presented and disclosed in constant work in the annals of the Sixth National Conference on Mathematical Modeling in Education - VICNMEM . The question to be answered is: How if show the objectives and results of published works within the VI CNMEM? The nature of research is predominantly qualitative and data analysis was based under the guidelines of Bardin (2009) for content analysis. Were analised 15 papers submitted to the event...

On empirical research in the field of using history in mathematics education

Jankvist,Uffe Thomas
Fonte: Comité Latinoamericano de Matemática Educativa Publicador: Comité Latinoamericano de Matemática Educativa
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2009 EN
Relevância na Pesquisa
65.99%
This paper addresses the question of empirical research in the field of using history in Mathematics Education. More precisely, it focuses on what role empirical research may serve in the discussion of why to use history in mathematics education and how to do it. This is exemplified mainly by referring to two empirical research studies on the use of history in the Danish upper secondary mathematics program. Also it is illustrated how both the research design and research methodology of these two studies were dependant on the initial purpose of using history being concerned with history as a goal rather than history as a tool. Finally, perspectives are drawn on the possible benefits of increasing the amount of empirical research being done within the field of using history in mathematics education.

Integrating HIV & AIDS education in pre-service mathematics education for social justice

Laren,Linda van
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
66.05%
Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.