scholarly journals A objetividade matemática e o relativismo na Educação Matemática

2018 ◽  
Vol 2 (4) ◽  
pp. 9-30
Author(s):  
Marisa Rosâni Abreu da Silveira ◽  
Valdomiro Pinheiro Teixeira Junior ◽  
Paulo Vilhena da Silva
Keyword(s):  
Mathematics Education ◽  
Philosophy Of Language ◽  
School Mathematics ◽  
Mathematical Education ◽  
Objective Knowledge ◽  
School Knowledge ◽  
Production Of Knowledge ◽  
The World ◽  
Do So

Este texto objetiva discutir o relativismo na Educação Matemática e suas consequências para a aprendizagem, principalmente quando a objetividade da Matemática é colocada em suspeição, ao considerar que a produção do conhecimento é relativa a cada cultura, sociedade e indivíduo. Para tanto, a partir de um ensaio teórico, analisamos a relação entre relativismo, ciência e Educação Matemática. Refletindo sobre a formação de sujeitos capazes de compreender a realidade de maneira cada vez mais elaborada, apontamos a Matemática escolar como instância socializadora dos conhecimentos sistematizados. Nossa análise busca evidenciar que a objetividade sempre esteve presente na construção da ciência e, nesse sentido, destacamos a objetividade da Matemática na filosofia da linguagem, esclarecendo como está entrelaçada com a linguagem, permitindo um conhecimento objetivo do mundo, contribuindo, a nosso ver, para o debate a respeito da valorização do saber escolar, em particular o matemático, tão importante para o desenvolvimento de qualquer sociedade.Palavras-chave: Educação Matemática. Objetividade. Relativismo.Mathematical objectivity and relativism in Mathematics EducationAbstract: This paper aims to discuss relativism in Mathematics Education and its consequences for learning, especially when the objectivity of Mathematics is put in suspicion, considering the production of knowledge relative to each culture, society and individual. To do so, from a theoretical essay, we analyze the relation between relativism, science and Mathematical Education. Reflecting on the formation of subjects capable of understanding reality in an increasingly elaborate way, we point the school Mathematics as a socializing instance of systematized knowledge. Our analysis seeks to show that objectivity has always been present in the construction of science and in this sense we highlight the objectivity of mathematics in the philosophy of language, clarifying how it is intertwined with language, allowing an objective knowledge of the world, contributing, in our view, for the debate on the valorization of school knowledge, in particular the mathematical one, so important for the development of any society.Keywords: Mathematics Education. Objectivity. Relativism.

scholarly journals On the links between mathematics education and democracy: A literature review

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Mario Sánchez Aguilar ◽  
Juan Gabriel Molina Zavaleta
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Democratic Education ◽  
Research Area ◽  
Mathematical Education ◽  
Mathematics Students ◽  
The World ◽  
Education For Democracy ◽  
Further Development

This article reports the results of a literature review focused on identifying the links between mathematics education and democracy. The review is based on the analysis of a collection of manuscripts produced in different regions of the world. The analysis of these articles focuses on six aspects, namely, (1) definitions of democracy used in these texts, (2) identified links between mathematics education and democracy, (3) suggested strategies to foster a democratic competence in mathematics students (4) tensions and difficulties inherent in mathematical education for democracy, (5) the fundamental role of the teacher in the implementation of democratic education and (6) selected criticisms of mathematical education for democracy. The main contributions of this article are to provide the reader with an overview of the literature related to mathematics education and democracy, and to highlight some of the theoretical and empirical topics that are necessary to further development within this research area.

A Forum for Researchers: What Is Research in Mathematics Education, and What Are Its Results?

1993 ◽  
Vol 24 (3) ◽  
pp. 274-278
Author(s):  
Anna Sierpinska ◽  
Jeremy Kilpatrick ◽  
Nicolas Balacheff ◽  
A. Geoffrey Howson ◽  
Anna Sfard ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Scientific Discipline ◽  
Scientific Quality ◽  
Mathematical Education ◽  
The Past ◽  
The World ◽  
Mathematics Educators ◽  
General Feeling ◽  
Different Parts ◽  
Research In Mathematics Education

As mathematics education has become better established as a domain of scienti fic research (if not as a scientific discipline), exactly what this research is and what its results are have become less clear. The hi story of the past three International Congresses on Mathematical Education demonstrates the need for greater clarity. At the Budapest congress in 1988, in particular, there was a general feeling that mathematics educators from different parts of the world. countries, or even areas of the same country often talk past one another. There seems to be a lack of consensus on what it means to be a mathematics educator. Standards of scientific quality and the criteria for accepting a paper vary considerably among the more than 250 journals on mathematics education published throughout the world.

International Mathematical Education: Some Remarks on Japanese Mathematics Education

1970 ◽  
Vol 63 (1) ◽  
pp. 73-77
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematics Education ◽  
Japanese Culture ◽  
Mathematical Education ◽  
Test Results ◽  
Japanese Education ◽  
Partial Explanation ◽  
Japanese Students ◽  
The World ◽  
The Subject ◽  
Existing Structure

Ever since the results of the International Achievement Tests in Mathematics were announced, much interest has been expressed in the outstanding performance made by the Japanese students.1 The test results displayed an accomplishment that at age thirteen, and overall, was far su perior to the other countries involved. Many analyses have been made of the subject matter involved in the questions, of the type of questions, of the teachers of the students, and of the curricula of each of the countries, to either sustain or disprove popularly expressed superiority of Japanese mathematics education. This article merely reviews the existing structure of Japanese education and points to some unique features of Japanese culture that may offer a partial explanation. It is not intended in any sense to suggest that the Japanese program or its culture— which is evidently satisfying to their own people—is one that would be satisfactory for others. It is merely one of many cultures which we should corne to under stand as the world grows closer knit in its forward progress.

International Mathematical Education: Some Recent Efforts for Improvement of School Mathematics in India

1968 ◽  
Vol 61 (3) ◽  
pp. 321-327
Author(s):  
J. N. Kapur
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Mathematical Education ◽  
International Mathematical ◽  
School Teaching

Editor's Note.—The Mathematics Teacher (India) is a new journal in mathematics education directed mainly at secondary school teaching. With the September October 1966 issue it began its third year of publication.

scholarly journals Revitalizing Conversations: Lessons From and About the Production of Intersubjective and Intercultural Knowledge

2021 ◽  
Vol 21 (3) ◽  
pp. 17-31
Author(s):  
Ana Margarita Ramos ◽  
Claudia Briones
Keyword(s):  
Philosophy Of Language ◽  
Political Leader ◽  
Production Of Knowledge ◽  
Do So

Based on our present working-experience with a Mapuche kimche (sage) and a logko (spiritual and political leader), we aim at intervening in broader debates on the intersubjective and intercultural production of knowledge. To do so, we pay special attention to contemporary mandates and pervasive conceptions about forms of practicing a better, more proper anthropology. We approach the problem from three different viewpoints: (a) discomforts and disagreements with naturalized forms of initiating, certifying, informing, writing, citing, and authorizing knowledge; (b) the Mapuche etiquette to converse properly and its various bets on horizontality; (c) review of our own philosophy of language, particularly the concepts of translation and performativity.

scholarly journals Entre fios, resistências e educação matemática: os tais do Timor Leste

2021 ◽  
Vol 11 (1) ◽  
pp. 91
Author(s):  
Diogo Savio ◽  
Claudia Glavam Duarte
Keyword(s):  
Mathematics Education ◽  
Colonial Period ◽  
School Mathematics ◽  
East Timor ◽  
Mathematical Education ◽  
Geometric Transformations ◽  
The People ◽  
Timor Leste ◽  
Different Dimensions ◽  
Geometric Elements

Este artigo tem como objetivo articular aspectos da cultura do Timor-Leste com a Educação Matemática Escolar. Especificamente, a investigação descreve e analisa os “Tais”, roupas tradicionais, cuja existência antecede o período colonial e são conhecidos por todo o povo do Timor-Leste. A parte empírica da pesquisa foi realizada através de procedimentos de inspiração etnográfica e envolveu cinco mulheres tecelãs de diferentes postos administrativos pertencentes ao município de Lautem no Timor-Leste. O material empírico coletado foi analisado tendo como principal referencial teórico a Etnomatemática. Especificamente, neste artigo, foram analisados os padrões e elementos geométricos presentes nos Tais. Assim, foram evidenciadas possíveis articulações com a Educação Matemática a partir do trabalho com sequências, elementos da geometria, paralelismo, perpendicularidade e transformações geométricas. Afirmamos, ao longo deste trabalho que além dos conteúdos matemáticos, existe a necessidade de que as aulas de matemática abriguem discussões que envolvam diferentes dimensões da vida timorense, seja em seus aspectos sociais, políticos e ou culturais.Palavras-chave: Timor Leste. Tais. Etnomatemática. Educação matemática escolar. Abstract: This article aims to articulate aspects of the East Timor culture with the School Mathematics Education. Specifically, the research describes and analyzes the tais, traditional clothing, whose existence predates the colonial period and are known to all the people of Timor-Leste. The empirical part of the research was carried out through ethnographic inspiration procedures and involved five weavers women from different posts administratives belonging to the Lautem city in East Timor. The empirical data collected was analyzed with the main theoretical framework to Ethnomathematics. Specifically in this article, the patterns and geometric elements present in the Tais were analyzed. Thus, possible articulations with Mathematical Education were evidenced from the work with sequences, elements of geometry, parallelism, perpendicularity and geometric transformations. However, I punctuate that these concepts should not be disconnected from the tais weaving process. Put in another way discuss the need for math classes entertain discussions involving different dimensions of Timorese life whether in its social, political and or cultural.Keywords: East Timor. “Tais”. Ethnomathematics. School Mathematics education.

International Mathematical Education: Mathematics Education in Kenya

1968 ◽  
Vol 61 (2) ◽  
pp. 177-180
Author(s):  
Irving Hollingshead
Keyword(s):  
Mathematics Education ◽  
East Africa ◽  
Mathematics Teachers ◽  
Developed Countries ◽  
The United States ◽  
Mathematical Education ◽  
Foreign Material ◽  
Sweeping Generalization ◽  
The World ◽  
Different Cultures

Educators in a developing country who are interested in improving their methods and curricula must, of necessity, build upon the work that has been done in other parts of the world. At the same time it is important that they revise and adapt foreign material to their own needs and culture. The present article describes progress in mathematics education in Kenya, which is one of the more developed countries of East Africa. Many of the problems of Kenya are problems of all East Africa, but mathematics teachers need hardly be warned about the danger of making unwarranted generalizations. Contrary to the impression held by some people in the United States, Africa contains a diversity of people with very different cultures and problems about which sweeping generalization is impossible. The reader is also warned that the following remarks are the impressions of an American in the country on a two-year contract, not those of a native Kenyan. This may have resulted in some biases—but these, I hope, are few.

Is it mathematics or is it school mathematics?

2017 ◽  
Vol 101 (552) ◽  
pp. 385-400
Author(s):  
Jennie Golding
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Professional Life ◽  
Mathematical Association ◽  
And Mathematics ◽  
Specialist Teachers ◽  
Do So

In my professional life, I have repeatedly had cause to return to the question of‘What relationship does the “mathematics” experienced in classrooms have to the mathematics studied in universities, or used outside academia? What relationship should it, and could it, have, and how do we get there?’It's time I began to frame some responses! In doing so, I am very aware that membership of The Mathematical Association is broad church, ranging from those with an amateur interest in mathematics (and mathematics education), through non-specialist teachers, to professional mathematicians. As such it is a rich community, but one in which it is challenging to address such questions in a way which is meaningful to all. However, I shall attempt to do so and I hope that the balance will in a small way also prove illuminating to the reader. In particular, I have a hope that it will point to the breadth and depth of what we expect from our teachers of mathematics, at all levels, and to a valuing of that.

Sign in / Sign up

Export Citation Format

Share Document