Practice as a curricular component in the mathematics degree: an exploratory teaching-learning experience
DOI:
https://doi.org/10.33448/rsd-v9i9.7927Keywords:
Mathematical education; Curricular Management; Game; Ethnomathematics.Abstract
This article aims to contribute to the discussion about the practice as a curricular component, in the formation of future mathematics teachers, through exploratory activities developed in the discipline of Teaching Practice in Mathematics, in the Mathematics Degree. To show respect and appreciation for the informal mathematical concepts constructed by different social groups, the activities were developed involving a game, of indigenous origin. This study is qualitative, with the Design Based Research methodology. Based on the assumption that mathematics is a social production, generated by practical needs, it is expected that this area of knowledge can assist in the attempt to change the educator's posture while being responsible for providing meaningful learning for his future students. Furthermore, it is believed that the reflections produced in this text may contribute to the formation of future mathematics teachers, especially with regard to the forms of mathematical knowledge that differ from group to group, favoring the construction and reconstruction of knowledge, maintenance, substitution and modification of the ways of organizing knowledge, forming an evolutionary trajectory of the inquiring subject.
References
Barbosa, R. M. (2000). Aprendendo com Padrões Mágicos. São Paulo: SBEM-SP, 2000.
Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação: Uma introdução à teoria e aos métodos. Porto: Porto Editora.
Cobb, P., et al. (2003). Design experiments in education research. Educational Researcher, 32(1), 9–13.
Conselho Nacional de Educação. (2002) Institui a duração e a carga horária dos cursos de licenciatura, de graduação plena, de formação de professores da Educação Básica em nível superior. Resolução CNE/CP no. 2, de 19 de fevereiro de 2002.
Conselho Nacional de Educação. (2015) Define as Diretrizes Curriculares Nacionais para a Formação inicial em nível superior e para a formação continuada. Resolução CNE/CP No. 2, de 1o. de julho de 2015b.
D’Ambrosio, U.(1993). Etnomatemática: um programa. In: Educação matemática em revista. 2º. Semestre. Blumenau: FURB, 1, 5-11, 1993.
D’Ambrosio, U. (1998). Etnomatemática: arte ou técnica de explicar e conhecer. (4a ed.), São Paulo: Ática.
D’Ambrosio, U. (2013). Etnomatemática: elo entre as tradições e a modernidade. (5a. ed.), Belo Horizonte: Autêntica.
D’Ambrosio, U. (2018). Etnomatemática, justiça social e sustentabilidade. In: Estudos Avançados. 32(94), 189-204.
Domite, M. do C. S. (2006). Da compreensão da formação de professores e professoras numa perspectiva etnomatemática. In: Wanderer, G. K., Fernanda. Oliveira, C. J. (Org.). Etnomatemática: currículo e formação de professores. Santa Cruz do Sul: UNISC/EDUNISC, 419-431.
Gatti, B. A. (2017). Didática e Formação de Professores: provocações. In: Cadernos de Pesquisa. 47(166), 1150-1164.
Gravemeijer, K., & Cobb P. (2013) Design research from the learning design perspective. In T. Plomp, & N. Nieveen (Eds.), Educational design research, Part A: An introduction, 72-113. Enschede: SLO.
Marcatto, F. S. F. (2012). A prática como componente curricular em projetos pedagógicos de cursos de licenciatura em matemática. Tese (doutorado). Programa de Pós-Graduação em Educação Matemática. IGCE/UNESP, Rio Claro, 151p.
Ponte, J. P. (2005). Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular, 11-34. Lisboa: APM.
Ponte, J. P. (2008). A investigação em educação matemática em Portugal: Realizações e perspectivas. In R. Luengo-González, B., Gómez-Alfonso, M., & Camacho-Machín, L. B. Nieto (Eds.), Investigación en educación matemática XII, 78. Badajoz: SEIEM.
Ponte, J. P., et al (2016). Investigação baseada em design para compreender e melhorar as práticas educativas. Quadrante, 25(2), 77–98.
Skovsmose, O., & Penteado, M. G. (2016). Mathematics Education an Democracy: An Open Landscape of Tensions, Uncertainties and Challeges. Handbook of International Research in Mathematics Education. By. Lyn D. English. David Kirshner, 792-825.
Stein, M. K., et al. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313-340.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Flávia Sueli Fabiani Marcatto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
