Browsing by Author "Latas, Joana"
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- Explorar conexões entre matemática local e matemática globalPublication . Latas, Joana; Moreira, DarlindaA integração de aspectos culturais nos currículos é um meio de legitimar vivências dos alunos e de responder à diversidade cultural, em prol de uma maior equidade na aprendizagem matemática com significado (e.g. Bishop, 2005; Gerdes, 2007; Moreira, 2008). Neste artigo, pretendemos destacar o papel da matemática cultural no desenvolvimento da predisposição para estabelecer conexões matemáticas e na comunicação matemática. Tal objectivo enquadra-se numa investigação mais ampla (Latas, 2011), na qual se desenvolveu um projecto curricular, cuja conceptualização seguiu uma abordagem etnomatemática. Os resultados sugerem que os alunos: i) se apropriaram de práticas culturalmente distintas pela relação que estabeleceram com os seus conhecimentos prévios; ii) revelaram gradualmente maior predisposição para o estabelecimento de conexões matemáticas; iii) aprofundaram conhecimentos matemáticos locais e globais na interação entre ambas as dimensões.
- Mathematics education, cultural practices and communicationPublication . Moreira, Darlinda; Latas, JoanaThis chapter addresses the role of students’ cultural practices in mathematical tasks as a means to enhance discourse and communication in multicultural classes. It starts by presenting the features of mathematical discourse and highlighting their relationship with students’ native language and culture. Next, the concept of cultural practices is discussed and framed in the context of mathematics education. Its potential to launch the construction of mathematical meanings is explored. The integration of students’ cultural practices in the teaching and learning of mathematics is illustrated and discussed through the presentation of examples taken from classroom activities. These examples were collected from a research project that used a qualitative methodological approach to study the integration of students’ cultural practices in the teaching and learning of mathematics. Participants were students in a seventh-grade class in a coastal area in the south of Portugal. Students’ cultural practices such as surfing were adapted and presented through activities that supported the learning of mathematical concepts. The chapter concludes by arguing for the contributions of students’ cultural practices to the development of their ability to communicate mathematically in the context of classroom, to use appropriate forms of language, and to connect mathematics to their daily experiences.