Loading...
Publication
Explorar conexões entre matemática local e matemática global
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 619.67 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A 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.
The integration of cultural aspects in the school curricula is a means to legitimize students’ experiences and to consider their cultural diversity in favor of equity for meaningful mathematical learning. (e.g. Bishop, 2005; Gerdes, 2007; Moreira, 2008). In this article we highlight the role of cultural mathematics to develop a predisposition to establish mathematical connections. This objective is framed in a broader research (Latas, 2011) in which a qualitative methodology of an interpretative nature was followed. Data was gathered using participant observation, interviews, documentary analysis and the design of a curricular project. The conceptualization of the project followed an ethnomathematical approach and it was implemented in a 7th grade class where the teacher played simultaneously the role of researcher. The results suggest that students: i) appropriated culturally distinct practices through the relationships that they established with their previous knowledge; ii) gradually revealed a greater predisposition to establishing mathematical connections; iii) deepened local and global mathematical knowledge by relating both dimensions.
The integration of cultural aspects in the school curricula is a means to legitimize students’ experiences and to consider their cultural diversity in favor of equity for meaningful mathematical learning. (e.g. Bishop, 2005; Gerdes, 2007; Moreira, 2008). In this article we highlight the role of cultural mathematics to develop a predisposition to establish mathematical connections. This objective is framed in a broader research (Latas, 2011) in which a qualitative methodology of an interpretative nature was followed. Data was gathered using participant observation, interviews, documentary analysis and the design of a curricular project. The conceptualization of the project followed an ethnomathematical approach and it was implemented in a 7th grade class where the teacher played simultaneously the role of researcher. The results suggest that students: i) appropriated culturally distinct practices through the relationships that they established with their previous knowledge; ii) gradually revealed a greater predisposition to establishing mathematical connections; iii) deepened local and global mathematical knowledge by relating both dimensions.
Description
Keywords
Matemática local Matemática global Conexões matemáticas Quadriláteros Local mathematics Global mathematics Mathematical connections Quadrilaterals
Pedagogical Context
Citation
Latas, Joana; Moreira, Darlinda - Explorar conexões entre matemática local e matemática global [Em linha]. "Revista Latinoamericana de Etnomatemática". ISSN 2011-5474. Vol. 6, Nº 3 (2013), p. 36-66
Publisher
Hilbert Blanco-Álvarez