数学课堂的排斥与包容过程:对三种不同背景下差异、常态和文化问题的反思

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1559

Thiago Donda Rodrigues, Fernanda Malinosky Coelho da Rosa, Alan Pereira Manoel

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引用次数: 1

摘要

《全民教育提案》是一份国际文件，证实了一些已批准的国家法律，旨在为所有人提供高质量的教育:农民、“歌伦波拉”、土著、无地个人、妇女、残疾人等。然而，当涉及到包容和学校数学时，不管数学教育领域的所有进步，这门学科仍然是正式引入和教授的，它仍然无视教学的概念，因为大多数学生都无法接触到它。本文的目的是对文化、常态和差异问题进行推理，以及在学校数学中观察到的有助于促进学校环境中排斥的做法。通过对三种背景进行问题分析:特殊教育、非裔巴西人教育和土著教育，以及其固有的包容性进步和挑战。

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Exclusion and inclusion processes in Mathematics classrooms: reflections on difference, normality and cultural issues within three different contexts

The Education for All proposal is an international document substantiating some approved national laws aimed at providing high-quality education for all: peasants, quilombolas, indigenous, landless individuals, women, people with disabilities, among others. However, when it comes to inclusion and School Mathematics , regardless of all advances in the Mathematical Education field, this subject remains formally introduced and taught, it still disregards the concept of teaching all, since it is inaccessible to most students. The aim of the current article is to reason on cultural , normality and difference issues, as well as on practices observed in the School Mathematics that contribute to promote exclusion in school environment. It was done by problematizing three contexts: Special, Afro-Brazilian and Indigenous education, and its inherent inclusion advances and challenges.

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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.