Mathematics Enthusiast最新文献_第8页

How to engender learning in the learning process? Mathematics, events and the invention of a mathematical education 如何在学习过程中产生学习?数学，事件和数学教育的发明

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1532

Sônia Maria Clareto, Giovani Cammarota

引用次数: 1

Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism 民族建模是通过文化动力对数学实践进行全球本土化的过程

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1533

D. Orey, M. Rosa

{"title":"Ethnomodelling as a glocalization process of mathematical practices through cultural dynamism","authors":"D. Orey, M. Rosa","doi":"10.54870/1551-3440.1533","DOIUrl":"https://doi.org/10.54870/1551-3440.1533","url":null,"abstract":"Ethnomodelling can be considered as the association between ethnomathematics and mathematical modelling that enables members of distinct cultural groups to perceive a different reality in relation to the nature of mathematical knowledge. It also provides insights into many diverse forms of mathematics developed locally. Thus, ethnomodelling is defined as the study of mathematical phenomena that adds cultural components to the modelling process. The development of this connection is conducted through three cultural approaches: local, global, and glocal, which are used in the conduction of ethnomodelling investigations that aim to work against colonialism in order to value and respect sociocultural diversity of members of distinct cultural groups. Because ethnomodelling seeks to promote the development of understanding of differences through dialogue; it is important to argue for its inclusion as a translational process for systems taken from the reality of the members of diverse cultures. In this article we argue that ethnomodelling creates a firm foundation that allows for the integration of these three cultural approaches in exploring mathematical knowledge developed in distinct cultural groups through cultural dynamism.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207717","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}

引用次数: 7

History of Mathematics Education in Brazil: an overview of secondary education 巴西数学教育史：中等教育综述

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1530

Maria Laura Magalhães Gomes, Antonio Vicente Marafioti Garnica

{"title":"History of Mathematics Education in Brazil: an overview of secondary education","authors":"Maria Laura Magalhães Gomes, Antonio Vicente Marafioti Garnica","doi":"10.54870/1551-3440.1530","DOIUrl":"https://doi.org/10.54870/1551-3440.1530","url":null,"abstract":"The field of the history of mathematics education, inscribed in the field of research on mathematics education in Brazil, has been developed as a result of the work of many groups of researchers, dedicated to varied themes under the light of various theoretical and methodological approaches. While it is impossible to describe in detail such studies in a single article, the objective of this text is to offer an overview of research results on a specific topic – mathematics in secondary education and training of teachers to teach at this level, over the years. The current situation of the country regarding education in general is related to the past and different Brazilian political periods: Colony, Empire and Republic. We will succinctly examine the beginnings of Brazilian basic school education before the Republic, seeking to highlight characteristics of secondary school studies, especially regarding the teaching of mathematics. Then, we will focus on the same themes during the period after the establishment of the Republican regime. Finally, we will discuss the historical trajectory of the training mathematics teachers who work on secondary education in the country.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44782545","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}

引用次数: 0

A Study on the indications to the use of Base Ten Blocks and Green Chips in Mathematics textbooks in Brazil 巴西数学教科书中使用十进制块和绿片的指示研究

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1534

Everaldo Silveira

引用次数: 0

Guest Editorial: Brazilian research in Mathematics Education 客座评论:巴西数学教育研究

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1529

Jonei Cerqueira Barbosa

引用次数: 0

REGISTERS OF SEMIOTIC REPRESENTATIONS AIDING THE LEARNING OF COMBINATORIAL SITUATIONS 帮助组合情境学习的符号表征寄存器

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1537

Juliana Azevedo Montenegro, Rute E. de S. Rosa Borba, Marilena Bittar

引用次数: 1

The constitution of mathematical knowledge with augmented reality 数学知识与增强现实的构成

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1539

Rosa Monteiro Paulo, A. Pereira, Elisangela Pavanelo

{"title":"The constitution of mathematical knowledge with augmented reality","authors":"Rosa Monteiro Paulo, A. Pereira, Elisangela Pavanelo","doi":"10.54870/1551-3440.1539","DOIUrl":"https://doi.org/10.54870/1551-3440.1539","url":null,"abstract":"Digital Technologies are increasingly present in our activities. Many things we do we are not even able to imagine how they would be done, if we did not have the technological resources at hand. However, perhaps in the opposite direction of this, in the school context, or in teaching and learning, the discussion about the potential and the viability of these resources is still subject of a non-consensual discussion. When this context is Higher Education, specifically in undergraduate courses, the situation is even worse, as stated by research that we bring in this text. In disciplines such as Differential and Integral Calculus, Digital Technologies (DT) can contribute to a treatment in which aspects related to research and visualization are explored. Apps such as GeoGebra Augmented Reality, enhance the exploration of function graphs, for example, and, through movement, allow the analysis of invariants, favoring conceptual understanding. As we saw in the context of an activity proposed for students of a Mathematics Degree course, the app allows for interaction between students and enables them to conduct explorations that allow them to assign meaning to the contents of the Calculus discipline. This, therefore, is the theme that we deal with in this article, using a phenomenological stance to expose the meaning of what constitutes knowledge for us with DT.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690177","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}

引用次数: 6

Metasynthesis of Research in Mathematics Education: Foci and Theoretical-Methodological Foundations 数学教育研究的元综合：焦点与理论方法论基础

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1531

Saddo Ag Almouloud

{"title":"Metasynthesis of Research in Mathematics Education: Foci and Theoretical-Methodological Foundations","authors":"Saddo Ag Almouloud","doi":"10.54870/1551-3440.1531","DOIUrl":"https://doi.org/10.54870/1551-3440.1531","url":null,"abstract":"In this article, I carry out a qualitative metasynthesis of six doctoral theses that were directed by me, identifying the theoretical and methodological frameworks that support these researches, and how the articulations were made between different theories chosen. I also revisit the results achieved by the studies to highlight their relevance to the Mathematics Education area. This study, although not exhaustive, provides a vision of possible dialogs of Mathematics Education (or education) theories related to teaching and learning of mathematics and the Didactics of Mathematics. The diversity of theories and the specificities of each of them confirm the idea that a single theoretical tendency, or a single model, hardly ever explains and makes explicit all the phenomena involved in the teaching and learning processes of mathematical concepts. All the research works analyzed were used to study the epistemological, ecological, and economic dimensions, to identify the different forms of conceptions of a given mathematical object to help them in the didactic analysis of the findings. This study allowed us to identify, among other aspects, the reasons for being of the mathematical objects and the problems of their teaching. For teacher education, all mapped research, except one, has been supported in teacher education trajectories. The objective of these investigations is to familiarise teachers in initial or continuing education with these training trajectories as a didactic device that has the potential for their professional development, preparing them for an effective transition from the monumentalist paradigm to the world’s questioning paradigm. For the teachers’ training, the researchers presented didactic devices not based solely on the monumentalist paradigm, and somehow resorted to devices with PEP-FP-type structure.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162751","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}

引用次数: 0

Statistics education from the perspective of statistical literacy: Reflections taken from studies with teachers 统计素养视角下的统计教育:对教师研究的反思

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1538

Carlos Eduardo Ferreira Monteiro, Liliane Maria Teixeira Lima de Carvalho

引用次数: 1

A Theoretical Model of Mathematics for Teaching the Concept of Function 函数概念教学的数学理论模型

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Mathematics Enthusiast Pub Date : 2021-08-01 DOI: 10.54870/1551-3440.1536

Graça Luzia Dominguez Santos, Jonei Cerqueira Barbosa

引用次数: 1