Revista Latinoamericana de Etnomatematica最新文献

{"title":"Ideias matemáticas na prática de um serralheiro: contexto para o ensino de matemática","authors":"Roberta Luzia Soares de Souza","doi":"10.22267/RELATEM.19124.37","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.37","url":null,"abstract":"This work is in charge of presenting the results of a research that aims to understand mathematical ideas mobilized in a locksmith’s practice that can constitute a context for teaching school mathematics. The research subject is a locksmith with 29 years of experience. The research of a qualitative type with the contribution of ethnographic research. For data colletion, observation, interview and photographic record were used. Data analysis was performed using the triangulation method. The results obtained allow us to affirm that is the constext of the lochsmith there is a mobilization of mathematical ideas in the construction of grids and in the work instruments called templates. Such ideas are related to mathematical content taught in Basic Educacion, both in Elementary and Secondary Educacion, which can be used by the teacher as a context for teaching mathematics.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44466913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Una experiencia del recorrido territorial de una etnoeducadora inga. La localización en el desarrollo del pensamiento matemático","authors":"Gustavo Adolfo Marmolejo Avenia, J. Chamorro, Edwin Insuaty","doi":"10.22267/RELATEM.19124.31","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.31","url":null,"abstract":"La investigacion visibiliza elementos culturales y sociales afiliados a actividades pedagogicas que una etnoeducadora Inga de Santiago (Valle de sibundoy, Colombia) gestiona para el desarrollo de pensamiento matematico. En particular, se contempla el rol de la localizacion en procesos de espacialidad. El estudio se desarrollo en la Institucion Etnoeducativa Rural Bilingue Iachai Wasi Carlos Tamabioy de Santiago. Se selecciono el metodo de investigacion cualitativa a fin de obtener una rica comprension de la vision matematica y su uso para el Inga. Los resultados aportan al fortalecimiento de procesos pedagogicos etnomatematicos y contribuyen a la explicitacion de pensamiento matematico propio.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48454469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Matemáticas y educación sexual mediante modelación de ecuación de la recta","authors":"Cristian Matías Muñoz Jeldres","doi":"10.22267/RELATEM.19124.34","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.34","url":null,"abstract":"Sexual education in Chile is the least developed one in Latin America since 2008 to 2015 (Hunt, Monterrosas& Mimbela, 2015) which is why it is desirable to generate innovations from every discipline. That is the purposeof the creation of this didactical approach, framed in high school, where the objective is to analyze the creation of mathematical models of linear equations given the numbers of people diagnosed with six different STIs (sexually transmitted infections) in Chile through the period of 2012-2015 that allows to estimate the ciphersfor 2016 and 2017, this with the aim to compare them with the real ciphers of said years to make visible theexcessive rising of diagnosed STIs recently (Cassinelli & Fernandez, 2018) and start a dialogue about de STIprevention and self-care in teenagers. The applied approach was based on the mathematics sociocritical perspective and the mathematical modeling (Barbosa 2003, 2018; Barbosa & Santos, 2018; Gomes & Barbosa, 2014). The proposal was applied as a group-work lesson with a 38 students mixed class of secondary school where some of the main results that are highlighted are the difficulties of certain students to communicate mathematically, the variety of mathematical models on the six cases of STIs in response to the answers given from each group, and a bigger awareness about the STIs prevention and self-care. This approach sets a precedent for mathematics and sexual education in Chile by joining both areas with the objective of promoting self-care from a disciplinary analysis of mathematical objects involved in a real-life situation.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Etnomatemática e Trabalho Colaborativo na Educação Inclusiva de Adultos no Contexto da Economia Solidária","authors":"Renata Cristina Geromel Meneghetti, Edinei De Oliveira Filho","doi":"10.22267/RELATEM.19124.38","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.38","url":null,"abstract":"This article addresses pedagogical activities of Mathematics Education developed in the context of a Solidary Economic Enterprise (SEE). The aim of this investigation was to plan and execute pedagogical actions in this context based on the principles of Ethnomathematics, starting from D’Ambrosio, Knijnik, Rosa and Orey and Lubeck and Rodrigues; and also, Vygotsky’s theory regarding collaborative work. The investigation followed a predominantly qualitative approach based on the action research methodology, which sought to promote the social transformation of the members of this SEE by solving problems with respect to the mathematical knowledge involved in calculating change of money in the sales processes inherent to the activities of their work. As a result, it was observed that considering the Ethnomathematics of this EES favored the understanding and appreciation of mathematical practices and that the collaborative work developed helped in the discussions on mathematical procedures and concepts, mainly strengthening the principle of cooperation, which is one of the pillars of the Solidary Economy.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Matemáticas con pertinencia social, cultural, y territorial","authors":"P. P. Rincón, M. Tun","doi":"10.22267/RELATEM.19124.30","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.30","url":null,"abstract":"Este número aporta una cantidad considerable de trabajos tanto teóricos como prácticos acerca de la Etnomatemática, y como tal, sirve como una fuente valiosa para educadores, estudiantes, y personas interesadas en el mundo diverso de las prácticas matemáticas y culturales. Los autores presentan argumentos ilustradores y originales acerca de la importancia de analizar de forma crítica las percepciones actuales que existen acerca de los límites del campo de las matemáticas.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Função do 1º Grau em Narrativas de Produtores de leite bovino","authors":"Lucas Silva Pires","doi":"10.22267/RELATEM.19124.35","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.35","url":null,"abstract":"This article is part of a research carried out together with students of the Boa Esperanca school of Tauari village in PA Paulo Fontelles, located in the municipality of Sao Domingos do Araguaia. Our objective is to investigate sociocultural practices for the teaching of linear equation from narratives of bovine milk producers. Our goal is to present the creation of a set of curricular mathematical activities based on narratives resulting from the socio-cultural practices of the country man for use in the school context of rural education. It is based on political and pedagogical principles of the Field Education and on sociocultural aspects of Ethnomathematics. The main concern is to answer \"to what extent can the narratives of bovine milk producers contribute to the teaching of linear equation?\"In order to obtain answers, this study was developed in four moments described below: (i) preparation of a question form; (ii) semi-structured interviews; (iii) transcripts of narratives; and (iv) problematization of issues. The results indicated the importance of this activity as a strategy for the teaching of Mathematics. Therefore, we can see that it is possible to teach linear equation from sociocultural practices of bovine milk producers, which brings strengths of political, pedagogical and didactic principles to rural schools.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A influência de Bertrand Russell no posicionamento político-ideológico da obra de Ubiratan D’Ambrosio","authors":"J. Valle","doi":"10.25090/REMAT25269062V14N172017P173A188","DOIUrl":"https://doi.org/10.25090/REMAT25269062V14N172017P173A188","url":null,"abstract":"O proposito deste texto consiste em delinear o modo como o pensamento de Bertrand Russell e mesmo suas posturas diante de momentos significativos de sua vida influenciaram a obra de Ubiratan D’Ambrosio, impactando sua trajetoria academica, alem de sua producao teorica. Neste sentido, trata-se, inclusive, de um exame dos possiveis fundamentos filosoficos da Etnomatematica que tem, em decorrencia desta influencia, elementos estruturantes associados as compreensoes filosoficas russellianas como, por exemplo, o modo como ambos entendem a educacao, a ciencia, as avaliacoes e o ensino de matematica.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46455627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Microagressões no ensino superior nas vias da Educação Matemática","authors":"G. Silva, A. B. Powell","doi":"10.22267/RELATEM.1693.14","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.14","url":null,"abstract":"Resumo Microagressoes sao formas sutis de insultos verbais, nao verbais e visuais, direcionadas a individuos com base em raca, genero, etnia, classe social, dialeto ou religiao, frequentemente feitas automaticamente ou inconscientemente pelos agressores, mas que sao capazes de causar um profundo impacto sobre a vida dos agredidos. As microagressoes tambem expressam uma forma evoluida do racismo, visto que formas mais agressivas e sistemicas de racismo nao sao mais socialmente aceitaveis como no passado. No contexto da educacao em nivel superior, muitos pesquisadores tem apontado que a constante exposicao as microagressoes experienciadas pelos estudantes pode se tornar um fator negativo tanto para sua permanencia quanto para seu desempenho academico, uma vez que interferem negativamente em sua integracao social e academica com o clima do campus. Neste sentido, o proposito deste trabalho e refletir sobre o conceito de microagressoes e suas possiveis implicacoes nas universidades. Isso sera feito atraves de uma revisao de diversos estudos e pesquisas, bem como por meio de discussoes baseadas em dados produzidos em uma pesquisa conduzida pelo primeiro autor. Estes dados estao relacionados as experiencias com microagressoes relatadas por estudantes de cursos superiores da area das ciencias exatas beneficiados por acoes afirmativas. Consideramos que as implicacoes praticas deste trabalho podem contribuir para um melhor entendimento sobre as experiencias que influenciam na permanencia e no progresso academico destes estudantes, as quais frequentemente ultrapassam questoes tradicionais relacionadas ao ensino e a aprendizagem. Abstract Microaggressions are subtle insults, verbal and not-verbal, addressed to individuals based on race, gender, ethnic, social class, dialect, or religion often made unthinkingly or unconsciously by aggressors but can cause a huge impact on the life of the assaulted. Microaggressions also express an evolved form of racism, since more aggressive forms and systemic racism are not as socially acceptable as in the past. In higher education, several researchers have emphasized that the constant exposure to microaggressions that students experience could be a negative factor in their academic development as well as their permanence, since they interfere with social and academic integration and with campus climate. Our aim is to reflect on the concept of microaggression and its possible implications in universities. This will be done through a review of literature as well as discussions based on data produced in a research conducted by first author related to experiences with microaggressions described by STEM affirmative action students. We believe that the practical implications of this work can contribute to a better understanding about experiences that influence in the permanence and academic progress of these students that often exceed traditional questions related to learning and teaching.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Afetividade, etnomatemática e cultura negra","authors":"Vanisio Luiz da Silva","doi":"10.22267/RELATEM.1693.13","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.13","url":null,"abstract":"ResumoEste ensaio reflexivo repercute um estudo de doutoramento que promoveu um debate em torno do Projeto Educacao Para Todos (EPT) no Brasil. Especialmente, os topicos intitulados: necessidades basicas de aprendizagem; atencao na aprendizagem e; ambiente adequado a aprendizagem. Ele, o debate, buscou conectar os ideais de uma Educacao Matematica Para Todos (EMPT) as determinacoes da Lei 10.639/03, analisando processos e modos de apredizagem-ensino culturais aflorados na Etnomatematica, em confluencia com a Psicologia Cognitiva e Social. Fundamentando-se, para tanto, no conceito de inclusao perversa, em referencias sobre aprendizagem socio-historica e sobre a africanidade brasileira, descrita por Munanga e Silva. Buscando, atender especificidades da populacao brasileira, nao destacadas na educacao escolar.AbstractThis reflective essay reports on a doctoral study that contributes to the debate about the Project Education for All (EPT) in Brazil. Especially for the topics entitled—basic learning needs, attention to learning, and suitable environment for learning—the debate sought to connect the ideals of a Mathematics Education for All (EMPT) the provisions of Law 10.639/03, analyzing processes and modes of teaching-learning cultural programs touched upon in Ethnomathematics, the confluence of Cognitive and Social Psychology. This report is based on the concept of perverse inclusion in references to socio-historical learning and Brazilian Africanity described by Munanga and Silva and seeks to attend to specifics of the Brazilian population, not highlighted in school education.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(Re)claiming an activist identity as criticalmathematics educators: addressing anti-black racism because #BlackLivesMatter","authors":"P. Price, Roxanne Moore","doi":"10.22267/RELATEM.1693.15","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.15","url":null,"abstract":"Abstract In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism.  Resumen Durante el 8vo Encuentro Internacional Matematicas Educacion y Sociedad (MES-8), Martin (2015) planteo una cuestion fundamental, “?En donde se posiciona la educacion matematica critica y demuestra accion inequivoca contra el racismo anti-negro, el terror racial y la supremacia blanca global? Esta pregunta marca un llamado a la accion para los educadores matematicos criticos a pensar no solamente en las posibilidades liberadoras y emancipadoras de la educacion matematica, sino de abordar de manera mas explicita y especificamente la raza y el racismo. Usando la “definicion futurista” de Powell (2012) de educador matematico critico como matematico, educador y activista, las autoras plantean que aunque los educadores matematicos criticos han conducido exitosamente a que los educadores consideren mejores estrategias pedagogicas para alcanzar una mayor equidad, es necesaria mas accion social para luchar contra el racismo. Las autoras abogan por una mayor atencion al llamado a la accion que hizo Martin y a la necesidad de que los educadores matematicos criticos se involucren activa y explicitamente en mas acciones inequivocas en contra de la supremacia blanca global y el racismo anti-negro","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}