scholarly journals A Teoria da Aprendizagem Significativa: uma Abordagem na Educação Matemática

2021 ◽  
Vol 14 (1) ◽  
pp. 50-60
Author(s):  
José Milton Lopes Pinheiro ◽  
Juscimar da Silva Araujo ◽  
Giovana Alves
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Research Method ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Teaching Performance ◽  
Mathematical Education ◽  
Geometric Concepts ◽  
Teaching Of Mathematics ◽  
Planned Activities

ResumoNeste artigo se questiona: como a Teoria da Aprendizagem Significativa se apresenta em situações de ensino e de aprendizagem? Trata-se de um recorte compreensivo de um estudo mais amplo, de mestrado, do qual destaca-se a o ensino de matemática visado da perspectiva desta teoria. Ela foi realizada com alunos do curso de Licenciatura em Matemática da Universidade Federal de Juiz de Fora. Nela foi desenvolvida uma proposta que além de ser metodologia da pesquisa, constituiu-se como proposta pedagógica para a futura atuação docente dos sujeitos. Foi promovido um diálogo acerca de temas da Educação Matemática e foram propostas atividades classificadas como exploratórias e investigativas a serem desenvolvidas de modo colaborativo. Os diálogos e o desenvolvimento das atividades foram transcritos. Assumindo uma postura fenomenológica, o pesquisador buscou, junto às transcrições, convergências que pudessem, quando articuladas, trazer compreensões sobre o fenômeno interrogado. Nesse movimento, foram constituídas unidades nucleares, das quais destaca-se para este estudo, a unidade: a presença da Teoria da Aprendizagem Significativa no desenvolvimento das atividades e na aprendizagem de conceitos geométricos. Ao descrever uma síntese reflexiva dessa unidade, articulando compreensões trazidas do presente estudo, explicitando a presença da teoria em todo o processo de aprendizagem, desde o planejamento do professor ao desenvolvimento dado pelos alunos às atividades planejadas, entende-se estar expressando uma compreensão do que interroga a pergunta norteadora deste estudo. Palavras-chave: Teoria da Aprendizagem Significativa. Educação Matemática. Atividades Investigativas. ResumoThis article asks: how the Meaningful Learning Theory presents itself in teaching and learning situations? It is a comprehensive cut from a broader study, from master's degree, from which the teaching of mathematics stands out based on this theory. It was carried out with students of the Mathematics course at the Federal University of Juiz de Fora. In it, a proposal was developed that, in addition to the research method, constituted itself as a pedagogical proposal for the future teaching performance of individuals. A dialogue on Mathematics Education themes was promoted and activities, classified as exploratory and investigative, were proposed to be developed in a collaborative way. The dialogues and the development of the activities were transcribed, and assuming a phenomenological stance, the researcher sought, along with the transcriptions, convergences that could, when articulated, bring understandings about the questioned phenomenon. In this movement, nuclear units were formed, of which stands out in this study: the presence of the Meaningful Learning Theory in the development of activities and in the learning of geometric concepts. By describing a reflexive synthesis of this unit, articulating understandings brought by the present study, explaining the presence of theory in the entire learning process, from the teacher's planning to the development given by the students to the planned activities, it is understood to be expressing an understanding of what asks the guiding question of this study. Keywords: Theory of Meaningful Learning. Mathematical Education. Investigative Activities

scholarly journals A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals Innovating English Syllabus Design for Twenty-First Century Skills of 4Cs

2021 ◽  
Vol 1 (1) ◽  
pp. 41-50
Author(s):  
Elfi Elfi ◽  
Hermawati Syarif
Keyword(s):  
21St Century ◽  
Research Method ◽  
Teaching And Learning ◽  
Essential Role ◽  
English Teachers ◽  
First Century ◽  
Teaching Performance ◽  
Language Curriculum ◽  
Library Research ◽  
Syllabus Design

English syllabus design plays as an essential role in the language curriculum. It helps the teachers to make a plan for their teaching performance. The syllabus should describe many skills to be taught. In designing an English syllabus, the teachers not only describe English skills in the syllabus but also other skills. The skills to be accomplished in English teaching and learning nowadays is 4Cs 21st-century skills such as communication, collaboration, critical thinking, and creativity. English teachers are suggested to do some innovations in designing the English syllabus based on 4Cs skills in order to prepare the students to face 4.0 society and globalization era. Considering the importance of these skills, the purpose of this article is to describe some innovations of English syllabus design for 4Cs skills. A library research method is used to provide an overview of the integrating of these skills into the syllabus design, including challenges faced by teachers in designing the syllabus based on 4Cs skills as well as a set recommendation for English teachers in designing English syllabus for 21st century of 4Cs. The article concludes with a discussion around the innovation of designing an English syllabus of 4Cs skills.

scholarly journals KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE]

2020 ◽  
Vol 16 (2) ◽  
pp. 141
Author(s):  
Sekar Kinasih ◽  
Kelly Sinaga
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Contextual Learning ◽  
Contextual Approach ◽  
Literature Study ◽  
Contextual Teaching ◽  
Biblical Perspective ◽  
Bahasa Indonesia

<p>Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep  dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik  saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang  berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi <em>Contextual Teachin</em><em>g and Learning</em> (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah<em> yang </em>dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian  literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui  menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.</p>

scholarly journals Em busca de compreensões sobre os objetos de aprendizagem na educação matemática por meio de uma revisão sistemática de literaturaIn search of understanding about learning objects in mathematics education through a systematic literature review

2021 ◽  
Vol 23 (1) ◽  
pp. 140-170
Author(s):  
Marcelo Souza Motta ◽  
Marco Aurélio Kalinke
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Processes ◽  
Mathematical Education ◽  
Research Protocols ◽  
Palabras Clave ◽  
Revisión Sistemática

ResumoA proposta deste artigo é apresentar um panorama das dissertações, realizadas nos programas stricto sensu brasileiros que versam sobre a utilização de objetos de aprendizagem na educação matemática. A pesquisa é qualitativa e utiliza como procedimento inventariante uma revisão sistemática de literatura (RSL). O cenário da pesquisa foi constituído pelos trabalhos disponibilizados no Catálogo de Teses e Dissertações da Capes no período de 2013 a 2018. A busca inicial ocorreu no mês de maio de 2020 e, após a aplicação dos protocolos de pesquisa, resultou na identificação de 25 dissertações, que foram organizadas, por meio da leitura flutuante de seus títulos, resumos, palavras-chaves ou capítulos. Os resultados apontam a relevância das pesquisas, destacando as contribuições dos objetos de aprendizagem (AO) nos processos de ensino e aprendizagem e demonstram a possibilidade de construção dos próprios artefatos digitais pelos professores, adequando-os aos seus contextos pedagógicos específicos. Apesar disso, notamos a baixa realização de pesquisas dessa temática, em detrimento de outras relacionadas com o uso das tecnologias na educação matemática e a não existência de uma uniformização dos autores sobre o que se entende por OA. Por fim, destacamos que a metodologia adotada não é rígida, podendo ser remodelada por outros pesquisadores, sendo capaz de apresentar outros portifólios bibliográficos.Palavras-Chave: Objetos de aprendizagem, Educação matemática, Revisão sistemática de literatura, Tecnologias digitais.AbstractThe purpose of this article is to present an overview of the research, carried out in the Brazilian stricto sensu programmes that talk about the use of learning objects in mathematics education. The research is qualitative and uses a systematic literature review (SLR) as the inventory procedure. The research landscape was constituted by the works available in the Catálogo de Teses e Dissertações da Capes/Capes Dissertations and Theses Catalogue from 2013 to 2018. The initial search happened in May 2020 and, after applying the research protocols, we identified 25 thesis, which we organised, through skimming through their titles, abstracts, keywords, or chapters. The results point out the relevance of the research, highlighting OA’s contributions to the teaching and learning processes and demonstrating the teachers’ possibility of constructing their own digital artefacts, adapting them to their specific pedagogical contexts. Despite this, we noticed there were few studies on this topic, to the detriment of others about the use of technologies in mathematics education and the lack of authors’ consistency on what is meant by OA. Finally, we emphasise that the methodology adopted is not rigid. It can be remodelled by other researchers and present other bibliographic portfolios.Keywords: Learning Objects, Mathematical Education, Systematic Literature Review, Digital TechnologiesResumenEl propósito de este artículo es presentar una visión general de las disertaciones, realizadas en los programas stricto sensu brasileños que se ocupan del uso de objetos de aprendizaje en la educación matemática. La investigación es cualitativa y utiliza una revisión sistemática de la literatura (RSL) como procedimiento de inventario. El escenario de investigación estuvo constituido por los trabajos dispuestos en el Catálogo de Teses e Dissertações da Capes/Catálogo de Tesis y Disertaciones de Capes de 2013 a 2018. La búsqueda inicial se dió en mayo de 2020 y luego de la aplicación de los protocolos de investigación, se identificaron 25 disertaciones, que se organizaron a través de la lectura flotante de sus títulos, resúmenes, palabras clave o capítulos. Los resultados señalan la relevancia de la investigación, destacando las contribuciones de los objetos de aprendizaje (OA) en los procesos de enseñanza y aprendizaje y demuestran la posibilidad de que los profesores construyan sus propios artefactos digitales, adaptándolos a sus contextos pedagógicos específicos. A pesar de esto, observamos el bajo nivel de investigación sobre este tema, en detrimento de otros relacionados con el uso de tecnologías en la educación matemática y la falta de uniformidad de los autores sobre lo que se entiende por OA. Finalmente, enfatizamos que la metodología adoptada no es rígida, puede ser remodelada por otros investigadores y presentar otras carteras bibliográficas.Palabras clave: Objetos de aprendizaje, Educación matemática, Revisión sistemática de literatura, Tecnologías digitales.

scholarly journals Structure-Genetic Didactical Analyses—Empirical Research “of the First Kind”

2020 ◽  
pp. 249-263
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Empirical Research ◽  
Research Method ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Design Science ◽  
The Impact

AbstractIn mathematics education, theories of teaching and learning based on disciplines different from mathematics (“imported” theories) are widely dominating the field. This imbalance greatly reduces the impact of mathematics education both on teacher education and on the teaching practice. In order to return to a balanced situation it is necessary to pay more attention to theories which are based on mathematics. As an example of such a “homegrown” theory, the paper presents the structure-genetic didactical analysis, the research method of mathematics education conceived of as a “design science”.

scholarly journals Mediating Wor(l)ds: Teaching and Learning of Mathematics in English in Malaysia

2021 ◽  
Author(s):  
◽  
Assunta Carolina Antonysamy
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Social World ◽  
Extended Model ◽  
Academic World ◽  
Mathematical Content ◽  
The Social ◽  
Teaching Of Mathematics

<p>This study investigates the implementation of ETeMS (English for the Teaching of Mathematics and Science) policy in Malaysia. Teachers, who learnt mathematics and were trained to teach mathematics in Bahasa Melayu, have had to teach mathematics in English since the implementation of ETeMS. This study observes two teachers and their teaching of mathematics in English to ten-year-old students. The study draws on sociocultural and sociolinguistic theories of classroom research which strongly advocate that education is a process of interaction. Both theories place importance on the joint construction of meaning through classroom interaction. The research mainly seeks to understand how teaching and learning is mediated in classrooms through the new medium of instruction. Adapting Erickson’s (1982) proposed constructs: academic and social participation structures, the study investigates the academic world and social world of linguistically altered mathematics classrooms. Sinclair and Coulthard’s (1975) discourse analysis tool has been adapted to study the teaching and learning of mathematics in English. Principles from conversation analysis and critical discourse analysis have been drawn upon to study the social world of linguistically altered classroom. Analysis of the classroom interaction showed that the academic world of linguistically altered classrooms is still heavily reliant on triadic dialogue. Despite that, teacher talk, through various discursive practices, was found to be an important mediating tool for mathematical content and mathematical English. Mathematical content and mathematical English were also shown to be jointly constructed through the use of several other mediating tools. The study revealed that there is more of an emphasis on teaching for testing than teaching for understanding, hence more attention to procedural fluency than to conceptual understanding, thus more emphasis on calculation discourse than on conceptual discourse. However, once the content and concept has been jointly constructed, students take some ownership of the classroom interaction. As well as the academic world, the study investigates how the new language of instruction mediates the social world of the classroom. The study found that the new medium (re)creates the social world of the classroom as teachers and students position and (re)position themselves and each other, and (re)establish their identities and sense of agency through the new language. From the insights gleaned from this study, the inter-relationship between ETeMS policy on paper and ETeMS policy in practice is explored. Some important implications for policy, practice and inter-disciplinarity in mathematics education and applied linguistics are discussed. The thesis concludes by proposing an adapted and extended model of mathematics education and directions for future research.</p>

scholarly journals Educação Matemática: um olhar histórico-epistemológico

2020 ◽  
Vol 4 (1) ◽  
pp. 23-36
Author(s):  
Francieli Cristina Agostinetto Antunes ◽  
Lisiane Cristina Amplatz ◽  
Maykon Jhonatan Schrenk ◽  
Sibeli Mallmann Pacheco
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Scientific Field ◽  
Mathematical Education ◽  
Teacher Formation ◽  
Know How ◽  
Professional Field ◽  
And Mathematics ◽  
Over Time

Resumo: Este texto é resultado de reflexões referentes ao tema “Educação Matemática como campo de pesquisa e profissional” em que, motivados por entender o que a compõe e como essas discussões foram se modificando ao longo do tempo, nos dedicamos a uma pesquisa bibliográfica não exaustiva para compreender o processo de construção deste campo de conhecimento, em âmbito nacional e internacional. Este estudo nos proporcionou conhecer como ocorreu a construção desta área e quais aspectos foram fundamentais em sua constituição como campo de pesquisa e profissional até os dias atuais. Além disso, ressaltamos a importância de manter vínculos entre educadores matemáticos e matemáticos, bem como entre pesquisadores e professores de Matemática, a fim de constituir uma área, profissional e acadêmica, cujos esforços estejam voltados para a produção de práticas que beneficiem o processo de ensino e aprendizagem da Matemática.Palavras-chave: Educação Matemática; Campo Científico; Campo Profissional; Formação Docente. Mathematical Education: a historical-epistemological lookAbstract: This text is the result of reflections regarding “Mathematics Education as a field of research and professional” in which, motivated to understand what makes it up and how these discussions have changed over time, we dedicate ourselves to a non-exhaustive bibliographical research to understand the process of construction of this field of knowledge at the international and national levels. This study allowed us to know how the construction of this area occurred and what aspects were fundamental in its constitution as a field of research and professional up to the present day. In addition, we emphasize the importance of maintaining the links between mathematical and mathematical educators, as well as between researchers and Mathematics teachers, in order to constitute an area, professional and academic, whose efforts are focused on the production of practices that benefit the process of teaching and learning mathematics.Keywords: Mathematics Education; Scientific Field; Professional Field; Teacher Formation. 

scholarly journals A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for Sustainable Development

2018 ◽  
Vol 39 (334) ◽  
pp. 1-7 ◽  
Author(s):  
Anna Vintere
Keyword(s):  
Sustainable Development ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Process ◽  
Constructivist Approach ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Study Process

Abstract The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

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