The Anthropological Theory of the Didactic in Brazilian researches

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1562

Sueli dos Prazeres Santos, Luiz Márcio Santos Farias

引用次数: 1

Abstract

In the present article, we undertook a systematic study of bibliographic review based on the discussions, in the academic scope, about the contribution of the Anthropological Theory of Didactic – ATD (Chevallard, 1992) linked to Mathematics teaching and learning processes. The purpose was to investigate the current appropriation of ATD in Stricto sensu researches in Brazil. It is worth mentioning that the present study refers to a part of a PhD thesis. Thus, we aim to present an overview of thesis and dissertations answering the following question: "What are the main programs, institutions and researchers in Brazil that have been working on ATD?" In addition, we developed a study on the investigation axes of the researches, classified as: I) Teaching: focusing on the teacher, II) Learning: the object being the student's learning and III) Analysis of documents: books, lesson plans, course projects. For this purpose, we selected as a corpus 69 dissertations and 37 thesis defended in the period from 2005 to 2017.

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巴西教学研究的人类学理论

在本文中，我们基于学术范围内关于讲授人类学理论(Chevallard, 1992)对数学教学和学习过程的贡献的讨论，对文献综述进行了系统的研究。目的是调查目前巴西严格意义研究中ATD的拨款情况。值得一提的是，本研究是博士论文的一部分。因此，我们的目标是对论文和学位论文进行概述，回答以下问题:“巴西从事ATD研究的主要项目、机构和研究人员有哪些?”此外，我们对研究的调查轴进行了研究，分为:1)教学:以教师为中心;2)学习:以学生的学习为对象;3)文献分析:书籍、教案、课程项目。为此，我们选择了2005年至2017年期间的69篇论文和37篇答辩论文作为语料库。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.