scholarly journals Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take “The Recognition of Circle” as an Example

2021 ◽  
Vol 5 (8) ◽  
pp. 148-154
Author(s):  
Linfeng Han ◽  
Qian Tao
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Educational Value ◽  
Research Fields ◽  
Education Community ◽  
History Of ◽  
Dynamic Mathematics ◽  
Modern Mathematics ◽  
Mathematics Software

History and Pedagogy of Mathematics (HPM) is one of the important research fields in mathematics education, which has received widespread attention from the mathematics education community because of its educational value. Modern mathematics education technology plays an important auxiliary role in mathematics teaching. Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically. In view of this, this research takes “the recognition of circle” as an example to conduct a research on HPM teaching supported by Hawgent Dynamic Mathematics Software in three aspects: analyze the contents and uncover the history of mathematics, make the products and show the history of mathematics, design the teaching and integrate the history of Mathematics.

scholarly journals História da Educação Matemática e a formação de professores primários: ensino de medidas

2018 ◽  
Vol 17 (1) ◽  
pp. 245
Author(s):  
Maria Célia Leme Da Silva
Keyword(s):  
Mathematics Education ◽  
21St Century ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Historical Context ◽  
The Past ◽  
New Knowledge ◽  
History Of ◽  
National Literacy ◽  
Siglo Xix

O estudo busca responder às questões: De que maneira o conhecimento da história da educação matemática pode contribuir para as reflexões e desafios postos nos documentos atuais? Para tanto, analisa-se como a medida de superfícies em dois momentos históricos: final do século XIX, período caracterizado pela pedagogia moderna e início do século XXI no âmbito do Plano Nacional de Alfabetização. As fontes examinadas são: Caderno do PNAIC (2014), Parecer de Rui Barbosa (1883) e a Proposta de Gabriel Prestes (1895, 1896). Propõe-se pensar e conhecer os saberes matemáticos elementares do passado em seu contexto histórico, perceber que a institucionalização da expertise participa poderosamente da produção de novos saberes no campo pedagógico, porém seu processo de legitimação, de reconhecimento por seus pares é longo, complexo e conflituoso.Palavras-chave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise. AbstractThe study seeks to answer the questions: How can the knowledge of the history of mathematics education contribute to the reflections and challenges posed in the current documents? To this end, it is analyzed as the measurement of surfaces in two historical moments: the end of the nineteenth century, a period characterized by modern pedagogy and the beginning of the 21st century within the scope of the National Literacy Plan. The sources examined are: Notebook of the PNAIC (2014), Opinion of Rui Barbosa (1883) and the Proposal of Gabriel Prestes (1895, 1896). It is proposed to think and know the elementary mathematical knowledge of the past in its historical context, to realize that the institutionalization of expertise participates powerfully in the production of new knowledge in the pedagogical field, but its process of legitimation, recognition by its couple is long, complex and conflicting.Keywords: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.ResumenEl estudio busca responder a las preguntas: ¿De qué manera el conocimiento de la historia de la educación matemática puede contribuir a las reflexiones y desafíos planteados en los documentos actuales? Para ello, se analiza como la medida de superficies en dos momentos históricos: final del siglo XIX, período caracterizado por la pedagogía moderna e inicio del siglo XXI en el marco del Plan Nacional de Alfabetización. Las fuentes examinadas son: Cuaderno del PNAIC (2014), Dictamen de Rui Barbosa (1883) y la Propuesta de Gabriel Prestes (1895, 1896). Se propone pensar y conocer los saberes matemáticos elementales del pasado en su contexto histórico, percibir que la institucionalización de la expertise participa poderosamente de la producción de nuevos saberes en el campo pedagógico, pero su proceso de legitimación, de reconocimiento por sus pares es largo, complejo y complejo, conflicto.Palabras clave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.Recebido  

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

scholarly journals A short remark on Gödel incompleteness theorem and its self-referential paradox from Neutrosophic Logic perspective

2019 ◽  
pp. 21-26
Author(s):  
V. Christianto ◽  
◽  
◽  
F. Smarandache
Keyword(s):  
20Th Century ◽  
History Of Mathematics ◽  
The Self ◽  
Incompleteness Theorem ◽  
Aristotelian Logic ◽  
Binary Logic ◽  
Neutrosophic Logic ◽  
History Of ◽  
Incompleteness Theorems ◽  
Modern Mathematics

It is known from history of mathematics, that Gödel submitted his two incompleteness theorems, which can be considered as one of hallmarks of modern mathematics in 20th century. Here we argue that Gödel incompleteness theorem and its self-referential paradox have not only put Hilbert’s axiomatic program into question, but he also opened up the problem deep inside the then popular Aristotelian Logic. Although there were some attempts to go beyond Aristotelian binary logic, including by Lukasiewicz’s three-valued logic, here we argue that the problem of self-referential paradox can be seen as reconcilable and solvable from Neutrosophic Logic perspective. Motivation of this paper: These authors are motivated to re-describe the self-referential paradox inherent in Godel incompleteness theorem. Contribution: This paper will show how Neutrosophic Logic offers a unique perspective and solution to Godel incompleteness theorem.

scholarly journals A Economia Doméstica e Rural Presente no Capítulo XII da Obra Rechenbuch für Deutsche Schulen in Brasillien 2º Heft, de Matheus Grimm

2020 ◽  
Vol 13 (1) ◽  
pp. 103-110
Author(s):  
Silvio Luiz Martins Britto ◽  
Arno Bayer
Keyword(s):  
Mathematics Education ◽  
Cultural History ◽  
Rural Economy ◽  
History Of Mathematics ◽  
Financial Education ◽  
Porto Alegre ◽  
History Of Mathematics Education ◽  
The Family ◽  
The Future ◽  
History Of

O artigo analisa a obra Rechenbuch für Deutsche Schulen in Brasillien 2º Heft[1], de Matheus Grimm[2], com ênfase na seção XII, que aborda cálculos de economia doméstica e rural. Como o tema se insere na História da Educação Matemática, este estudo qualitativo e documental ampara-se na história cultural. A obra editada pela livraria Selbach, de Porto Alegre, teve sua primeira edição em 1900. O público-alvo eram os alunos do 3º e 4º ano elementar das escolas rurais teuto-brasileiras, unidocentes e mistas. A ideia era orientar os futuros colonos em suas receitas e despesas para administrar corretamente o orçamento familiar e gerenciar a produção na propriedade rural. Essa prática era comum nessas comunidades, pois havia o intuito de preparar as crianças para o futuro, com condições de realizar transações comerciais e dar continuidade aos negócios da família. Tais ações, contemporaneamente, fariam parte da denominada Educação Financeira, como objeto de conhecimento indispensável a ser trabalhado nas escolas brasileiras. As atividades desenvolvidas, a partir de situações-problema, estão relacionadas aos diferentes conteúdos matemáticos, envolvendo a aritmética, desenvolvendo habilidades para o manejo do cálculo escrito e mental por meio da resolução de problemas do cotidiano.   Palavras-chave: História da Educação Matemática. Ensino. Economia Doméstica e Rural.   Abstract The article analyzes the book Calculation for German schools in Brazil 2nd notebook, by Matheus Grimm, with an emphasis on section XII, which addresses household and rural economy calculations. As the theme is inserted in the History of Mathematics Education, this qualitative and documentary study is based on cultural history. The book published by the bookstore Selbach, Porto Alegre, had its first edition in 1900. The target audience were the students of the 3rd and 4th elementary year of the rural schools in Brazil, unidocentes and mixed. The idea was to guide the future settlers in their income and expenses to properly manage the family budget and manage the production in the rural property. This practice was common in these communities, since it was intended to prepare the children for the future, able to carry out commercial transactions and give continuity to the family business. Such actions, at the same time, would be part of the denominated Financial Education, as an object of knowledge indispensable to be worked in Brazilian schools. The activities developed, based on problem situations, are related to different mathematical contents, involving arithmetic, developing skills for the management of written and mental calculation through the resolution of everyday problems.   Keywords: History of Mathematics Education. Teaching. Domestic and Rural Economy.  

scholarly journals Circulação de ideias em eventos da História da educação matemática

2020 ◽  
Vol 20 (67) ◽  
Author(s):  
Yohana Taise Hoffmann ◽  
David Antonio da Costa
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Pierre Bourdieu ◽  
International Congress ◽  
Mathematical Education ◽  
History Of Mathematics Education ◽  
International Conference ◽  
History Of

Consideramos a História da educação matemática (Hem) como um campo científico que possui como elementos constitutivos os grupos de pesquisas, as produções científicas, como teses e dissertações, as disciplinas que contribuem para a autonomia e estabilidade do próprio campo e as comunicações científicas, como os eventos e as revistas. Mobilizamos a sociologia da educação de Pierre Bourdieu como referencial teórico, principalmente na definição do conceito de campo. Dessa forma, o presente artigo tem por objetivo apresentar sócio historicamente a circulação de ideias a partir dos eventos e as revistas científicas do campo da Hem. Apresentamos o International Congress on Mathematical Education (ICME), em seguida a revista International Journal on the History of Mathematics Education (IJHME), que circulou entre os anos de 2006 e 2016. A partir da mobilização da comunidade internacional de pesquisadores que investigam a Hem, foi criado o International Conference on the History of Mathematics Education (ICHME), logo em seguida o Congresso Iberoamericano de História da Educação Matemática (CIHEM) e, no Brasil, o Encontro Nacional de Pesquisa em História da Educação Matemática (ENAPHEM). Entre todas as revistas atualmente que contribuem para a circulação de ideias elencamos a Revista UNIÓN, intitulada Historia Social de la Educación Matemática en Iberoamérica e a Revista HISTEMAT, intitulada Revista de História da Educação Matemática. Os espaços que a Hem vem ocupando contribuem para o processo de reconhecimento, legitimação, socialização e circulação de ideias do próprio campo.

Beginnings

2000 ◽  
Vol 31 (1) ◽  
pp. 2-4
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
Research Community ◽  
Half Century ◽  
The Past ◽  
Forthcoming Book ◽  
Past Half Century ◽  
History Of ◽  
Past Half

The beginning of a new year as well as the threshold of a new century and a new millennium seem appropriate times to take stock of where we have been and where we are going as a mathematics education research community. We have accomplished a great deal in the past half century of our existence, and I for one look forward to reading the forthcoming book on the history of mathematics education, edited by Jeremy Kilpatrick and George Stanic. That book will review for us our progress thus far, but what are the challenges we now face? This question will be addressed in various ways at various gatherings in the coming year, and new agendas will result from those discussions.

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