scholarly journals The Potential of an Africa-Centred Approach to Theory-Use in Critical Mathematics Education

2021 ◽  
pp. 100-122
Keyword(s):  
Mathematics Education ◽  
Critical Mathematics ◽  
Theory Use ◽  
Critical Mathematics Education

scholarly journals Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education With the Real, the Surreal, and the Virtual During a Global Pandemic

in education ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 24-50
Author(s):  
Annica Andersson ◽  
Kathleen Nolan
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Public Discourse ◽  
Mathematics Teacher Education ◽  
The Real ◽  
Mathematics Classrooms ◽  
Global Pandemic ◽  
Critical Mathematics ◽  
Critical Mathematics Education ◽  
Real World Problems

In March 2020, near the onset of the COVID-19 related lockdowns, quarantine, and isolation measures being taken worldwide, we noticed an increasing number of graphs, diagrams, images, and mathematical models relating to the pandemic posted on our Facebook walls. For the purposes of this paper, we selected a number of these Facebook posts to discuss and analyze, through the lens of questions based in critical mathematics education research. Our analyses draw attention to public discourse(s) around mathematics, as well as how numbers, graphs, diagrams, and images are used on Facebook. In our analyses, we first identify the mathematics topic/concept being depicted through the image and, second, how that Facebook post might serve as an artefact of critical mathematics education. In doing so, we challenge the usual separation of mathematics classrooms from the real world and highlight how, in this time of pandemic, life is less real than it is surreal; it is less real than it is virtual. Keywords: mathematical modelling; real-world problems; images, critical mathematics education; mathematics and social media; virtual reality; Facebook; mathematics in society; mathematics teaching; mathematics teacher education

scholarly journals As orientações no livro do professor contribuem para potencializar cenários de investigação na sala de aula? Uma análise do material didático do programa nacional de educação financeira nas escolas – ensino médio à luz da educação matemática crítica

2019 ◽  
Vol 3 (2) ◽  
pp. 333
Author(s):  
Inglid Teixeira da Silva ◽  
Ana Coêlho Vieira Selva
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Learning Environments ◽  
Daily Life ◽  
Financial Education ◽  
National Program ◽  
Critical Mathematics ◽  
De Se ◽  
Learning Guide ◽  
Critical Mathematics Education

Resumo: Consideramos a relevância de trabalhar educação financeira nas escolas, tendo em vista arelação da mesma com o cotidiano, porém ressaltamos a importância de que a mesma seja trabalhada apartir de práticas que colaborem com o desenvolvimento de cidadãos críticos e reflexivos. Neste artigo, apresentamos dados da análise que objetivou compreender se e como as orientações, voltadas ao professor, influenciavam o potencial de atividades propostas para os alunos. Para isso, analisamos à luz dos ambientes de aprendizagem (SKOVSMOSE, 2000), atividades de educação financeira do Programa Nacional de Educação Financeira para o Ensino Médio, e as orientações oferecidas para o professor. Os dados revelaram que de 37 orientações no livro doprofessor, em 25 a orientação não acrescentava mudanças relacionadas ao que era proposto ao aluno e em12 se observavam potenciais de mudança. Constata-se a necessidade de se enriquecer as orientaçõespropostas no livro do professor, como também oferecer formação continuada sobre Educação Financeira. Palavras-chave: Educação Financeira; Educação Matemática Crítica; Ensino Médio. Do the didatic books’ orientations contribute to potentialize the investigations scenarios in the classroom? An analysis about financial education in schools national program – high school by the critical mathematics education outlook Abstract: We consider the relevance of working the Financial Education at schools noticing the its relations with the daily life. Although we underscore the importance of it to be worked with practices that contribute to the development of criticals and reflexives citizens. In this article is shown datas about the analysis that tried to understand how and if the the teaher’s orientations influenced the potential of the activities given to the students. For this we analyzed the learning environments (SKOVSMOSE, 2000), the financial education activities of the Programa Nacional de Educação Financeira for High School and the lessons provided to the teacher. The data show that out of 37 guidelines in the learning guide out of 25 were not added in relation to the guidelines for students and in 12 were noticed potential modifications. Is noted that is necessary to improve the teacher's guude orientations as also offer a vontinuous formation abou Financial Education. Keywords: Financial Education; Critical Mathematics Education; High School.

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