传达数学的符号学:数学解释循环中的互补性促进创造力的发展

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1564

Lúcia Cristina Silveira Monteiro

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引用次数: 1

摘要

数学是一个不断扩展的人类创造和发明的动态知识领域。然而，在学校系统中，数学是作为一个现成的知识领域呈现的，除了记忆和符号操作之外，没有关注认知过程的发展，因此，没有关注刺激认知过程的发展，例如数学发展中的创造力。另一方面，科学数学的概念是无限的和无限小的，这与对现象中存在的动态的理解有关，对基础教育的学生来说，没有说教的处理。在这项工作中，我将通过第一学校的基本概念提出一种数学方法，将数学作为一种符号学活动，基于对芝诺的aporias的解释的可能性，作为无限的隐喻，在数学教学中发展创造力。本文将对教师教育中的教学现象进行描述。

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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Semiosis to Communicate Mathematics: Complementarity in the Circularity of Interpretations in Mathematics for the Development of Creativity

Mathematics is a dynamic field of knowledge of human creation and invention that is in continuous expansion. However, the mathematics is presented as a ready and finished field of knowledge in school systems, and there is no concern with the development of cognitive processes other than memorization and symbolic manipulation, therefore, there is no concern with stimulating the development of cognitive processes such as creativity, present in the development of mathematics. On the other hand, the concepts of scientifical mathematics as infinite and infinitely small that are related to the understanding of the dynamics present in phenomena, do not have didactic treatment to be presented to students of basic education. In this work, I will propose an approach of mathematics by mean of the fundamental concepts from the first school levels, approaching mathematics as a semiotic activity based on the possibilities of interpretations of Zeno's aporias, as metaphors of the infinite, to develop creativity in the didactics of mathematics. This work will present description of didactic phenomena during teacher education.

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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.