Navegando por Assunto "Mathematics education"

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Abordagens do conceito de “sequência didática” em teses na área de educação matemática
(Universidade Federal de Mato Grosso, 2020-12) COSTA, Dailson Evangelista; GONÇALVES, Tadeu Oliver
This investigation aims to understand the different approaches of the concept of Didactic Sequence present in doctoral theses, in the area of Mathematics Education, defended in Brazil from 2001 to 2018. This is a bibliographic research of a qualitative nature. We selected 31 doctoral theses available in the portal of theses and dissertations of Capes. Theses were analyzed based on the following criteria: (a) objectives, (b) synthesis of methodology, (c) main results and (d) main references on "Didactic Sequence". The criteria mentioned led us to organize and systematize 5 (five) focuses related to theses regarding the approach of the concept of Didactic Sequence (DS). They are: i) focus of SD in the teaching and learning of basic education students; ii) focus of SD on basic education students and teacher training; iii) focus of SD in teaching and learning of higher education students (Bachelor/Engineering); iv) Focus of SD on Special Education; and v) focus of SD on bibliographic survey. The results indicate twelve characteristics of the approaches on Didactic Sequence, among which we highlight: diversity of theories that give basis to the use of DS; approach to DS as a teaching methodology; lack of theoretical deepening and discussion about the concept of DS; use of DS to improve the teaching and learning process; SD contributes to promote situations that students can act on the activities built and thought by the teacher; SD is used, constructed and developed, in most researches, by the researcher and is not generally constructed by the teacher who will use it in his classroom practices, either teachers in initial training (in degrees) or in continuing education (in service in Basic Education).
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Considerações sobre a modelagem matemática em uma perspectiva de educação matemática
(Universidade Federal do Pará, 2013-04) BURAK, Dionísio; KLÜBER, Tiago Emanuel
This article presents a theoretical discussion about Mathematical Modeling into a perspective in Mathematics Education designed as a Human and Social Science. In this context, the aim is to estabilish relationships and justify the referrals on Modeling as understood by Burak (2004) in harmony with the comprehension of Mathematics Education. What is sought, in methodological terms, is to conduct orderly ideas, crossing elements of the present theoretical framework and the vision of the discussed Modeling, as well as exemplifying the development of stages on Mathematics Modeling.
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Desafios da formação docente inicial e as práticas de estudo na educação matemática escolar
(Universidade Federal do Pará, 2013-04) BITTAR, Marilena; FREITAS, José Luiz Magalhães de; PAIS, Luiz Carlos
The objective of this text is to describe the analysis of some current challenges to train Mathmatics teachers for the Basic Education and more specifically on what comes to practices and characteristic knowledge of school and university cultures. This analysis was done based on the assumption that there is a great difference between the practices developed along the years at the university, on the teaching graduation courses, and those practices which characterize the school tasks on the Basic Education. It is an attempt to discuss the quality development of the teachers professional formation. In order to surpass this formation it is necessary to articulate both the university and school culture. In a general way, such question has not been discussed on the Mathematical teaching graduation courses and still keeps covered, as if the nature of school practices had almost nothing in common with the university studies, but the conditioning domain of specifc contents requirement. Thus, in order to develop the objective proposed, we outstand specific aspects of School Mathematics trying not to set apart the other disciplines. It is a matter of outstanding specific methodological aspects in Mathematics teaching in accordance with the formation held in academy institutions. The study of such question is underpinned based on the Didactics Transposition Theory and in a more ample way on the anthropological approach of school classes, proposed by the french mathematician educator Yves Chevallard and shared by his research partners. A speech analysis was held in a group of units out of the original texts, which were applied to the Brazilian education reality. Such study allowed to verify the existence of a considerable distance between school teachers practices and those related to the academy knowledge, showing a gap between the school knowledge and the practices adopted in the teachers formation courses. One of the consequences of such problem is the massive presence, in the school routine, of more instructive aspects rather than educational. This may be proved by the identification of disciplinary and didactics aspects, where the methodological strategies are almost always confused with the textual formation of the mathematical knowledge.
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Educação matemática e cognição corporificada em uma classe hospitalar: vivências partilhadas
(Universidade Federal do Pará, 2022-04-27) CAJANGO, Eunice Maria Figueira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study aims to analyze how experiences shared by people who attend or have attended hospital classroom reverberate the relation between mathematics education and socio-sensory components, when mathematics education is considered from embodied cognition perspective and, thus, intertwined to the personal paths of pupils and educator. The other research participants are four students and a former student, all of them women, from a hospital class in Belém/PA. The data were produced through semi-structured interviews and pedagogical activities, and are grouped in two central themes: (re)signification of experiences in mathematics education and the intertwining of dialogical paths. Data analysis and discussion are based mainly on studies on pedagogical monitoring in hospital and home environments, as well on studies on mathematics education from the embodied cognition perspective. I believe that results throughout the research carried out the participants support the thesis that when socio-sensory elements are assumed as inseparable from teaching and learning, the experiences related to mathematics education in hospital classroom contribute to the entanglement of the pupils´ repertoire, as well as providing a movement of educator self-training.
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Ensino de simetria por meio de problematização sociocultural
(Universidade Federal do Pará, 2017-10-11) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The teaching of mathematics in Basic Education deserves special attention from teachers and field researchers, since it has as one of its functions the integral formation of the student in what concerns to the mathematical knowledge that it needs. This work proposes a way of promoting this training at the fundamental level and aims to analyze and discuss the graphical composition structures of the artifacts made in some sociocultural practices, in which geometric patterns were evidenced that show matrices of various Symmetry cases that can be explored pedagogically in the math classes in the final years of Elementary School. It is a qualitative research that has as its central focus the teaching of symmetry of reflection, rotation, translation and sliding reflection, from the graphical composition structure of artifacts originating from some cultures. The data were obtained through empirical and bibliographical research and analyzed according to the ideas of Mendes (2014), Farias and Mendes (2014), Lévi-Strauss (2012) and the mathematics NCPs (1997). The results point to a strong connection between the Symmetry of the final years of Elementary School and the artifacts studied, which may favor the teaching and learning of this subject in a more effective and meaningful way for the students. Finally, we elaborate proposals of Basic Units of Problematization (UBP) as didactic subsidies to be incorporated by the teacher of mathematics in the teaching of Symmetry in the final years of Elementary School.
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A escrita de si na docência de matemática: inquietações éticas da figura do professor em formação
(Universidade Federal do Pará, 2021-04-22) CASTILLO, Ana Del Valle Duarte; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Ethics, assumed as a form of relationship with ourselves and with others, has not been the focus of attention of Mathematics Educators, this is shown in the few researches on this theme. The vast majority of research in this field of study presents mathematical knowledge as something that the student appropriates individually, and knowledge is conceived as a commodity that teachers sell to students. Furthermore, reflections on the teaching and learning of mathematics have, in general, been directed, in most cases, to the search for mechanisms that facilitate the learning of this subject. The first reflections on the end of the 19th century and beginning of the 20th century, where our field of study emerges, are situated around the curriculum that the school needs to respond to the increasingly urgent needs of societies embarking on the path of industrialization. Therefore, educational trends are characterized by showing interest in the development of learning processes of mathematical concepts and do not take into account the formation of ethical values. School knowledge, and the structures of educational institutions, are utilitarian and individualistic. On the other hand, we have reductionist truths that present school mathematics through curricula aimed at developing techniques, impersonal learning, teaching based on books and sometimes on false assumptions. An ethical dimension in the teaching of mathematics is essential to effect a better relationship between student and teacher and to clarify some choices that the teacher makes when teaching mathematics, such as, for example, studying contexts related to the price of the kilowatt in the periphery of the main cities. The thesis that is argued is that ethics in teaching mathematics teachers in training allows an opening for self-care, care for educational practices (student, teacher, educational space). The teaching of mathematics becomes sensitive to the other, to the world. The teaching of mathematics becomes sensitive to the other, to the world. The objective of this research is to present ethics in the teaching of the teacher-in-training who will teach mathematics through the practice of 'writing oneself', with regard to 'caring for oneself' and caring for the other. The study theoretically dialogues with Michel Foucault (2005, 2006, 2007, 2010), without necessarily remaining in it, but opening up to thought. Thus, the thesis will dialogue with authors in the field of mathematics and education, in general. In a practical way, philosophical exercises of self-writing were carried out in the classroom, made with continuing education teachers belonging to the course of the Integrated Degree in Sciences, Mathematics and Languages of the Federal University of Pará, year 2018-2019, in particular, writing exercises with concern related to teaching mathematics. These exercises took place in the form of oral and written narratives, highlighting the last one for this thesis. As a result, it was possible to clarify that in mathematics education it is feasible to open spaces for listening, narratives, self-writing, which allow one to look at oneself, its practices and behaviors, allowing an educational practice that runs through an aesthetics of existence, to the extent that the dogmatic truths of the formative field can be put into reflection and, therefore, in stages of knowledge so that teachers in training can proceed with an ethical practice in addition to mechanical practices.
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Etnomatemática nas relações entre ensino da matemática e vivências ribeirinhas no some de Abaetetuba – Pa
(Universidade Federal do Pará, 2023-07-01) COSTA, José do Socorro dos Santos da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
This paper seeks to establish connections between the curricular contents of the students of the riverside schools of the region of the islands of Abaetetuba and the daily practices of these students, based on the principles of Ethnomathematics, following the teachings of D'Ambrósio (2018), Vergani (2007) and Bishop (1999). During 11 years of experience in the Modular Teaching Organization System - SOME, we identified many of the students' learning needs and even more their difficulties related to the lack of understanding of the applications of the contents studied in mathematics classes. In this sense, we raised the following question: How to motivate students to learn, in riverside school classes, by introducing traditional practices, as auxiliary themes to the understanding of mathematical concepts? As an alternative to overcome the situations we present, we developed didactic material for mathematics classes, based on thematic units of the BNCC of mathematics for elementary school II, seeking to promote dialogues between the experiences of students from riverside schools and the mathematical concepts of the school curriculum in the Modular Teaching System - SOME. The development of our study led us to conduct a research of applied purpose, regarding the implementation of didactic proposals, organized into an educational product for the teaching of mathematical disciplinary concepts in a class of elementary school II. We adopted a qualitative approach, as presented by Severino (2007, p. 119). In order to discuss the pedagogical practices of teaching mathematics in riverside schools, we make a case study of the SOME classes, held in the islands of Abaetetuba.
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Histórias e percepções de um professor de matemática com deficiência física
(Universidade Federal do Pará, 2020-04-13) SOUSA JÚNIOR, Milton Carvalho de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This research aims to present and propose reflections about the inclusion of the disabled math teacher into of an exclusionary system. From the memorialistic rescue of experiences lived in and out classroom, it is made an awareness action, making a parallel between before and after the restrictions of use, based on this new document viewer with changes in a critical and analytical way in the light of Deleuzian philosophy, looking at the past for a project in the future. Thus, through autobiography, it allows me to see what I was and what I became based on looking at myself, a trainer, a transformer, with physical disabilities, and in training and henceforth, to develop a teaching practice in the teaching of Mathematics apparently without possibilities, but which, it is reflected and put to analysis, that can become an important instrument for collecting information for the progress of Education. Furthermore, relevant questions will be raised, such as (re) insertion of people with disabilities in the labor market and how they are seen in their environment. I also try to erect an analysis on the respect of the equality conditions in which people with and without disability are subjected. From a formal mathematical education and a memorialistic rescue, I question the possibility of a teacher with a disability being able, in the eyes of normality, to teach. Through self-reflection on my practices as a teacher, I try to recognize the teacher who I became, guiding me based on example I experienced in my training course, in order to rediscover as a teacher in the way of being and will come to be, pointing mechanism and possibilities that allow me to teach mathematics despite of my disability.
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A leitura tátil e os efeitos da desbrailização em aulas de matemática
(Universidade Federal do Pará, 2016-03-23) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study address the use of means of the Braille code in order to make the visually impaired student get hold of mathematical structures with a view to using math elements, from math in Braille in public school in the city of Belém / Pará, with the motivating question: what the consequences of the effects of desbrailização in math lessons to a blind student elementary school, being to objective of the research, analyzing the effects of Desbrailização school math classes to a blind student included in teaching regular. In this sense habitat, the visually impaired students need to analyze, at all times, information reaching them in order to make decisions that may be more convenient and adjusted with the teacher mediations, interacting with the student more effectively and thus make that tasks take another direction. Methodologically, instruments such as interviews, footage, depositions, class accompaniments in no regular educational environment were necessary for the purpose of the study was developed in the research perspective with qualitative approach. Also semi- structured interviews were part of the data collection framework. In this study, we saw that, to stimulate the process of teaching and learning, there was the need to establish more consistent strategies in order to attract more students, preferably exploring as much as possible, tactile perception, and in this case was created one educational product adapted to substantiate the study of angles, encouraging the writing and reading Braille. The results showed the lack of preparation of materials in Braille for visually impaired students resulting in episodes of desbrailização and the need for research in order to point out ways that reduce the obstacles faced by students in condition of disability.
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As matemáticas no cotidiano de pessoas idosas da comunidade São José Operário, Belém-Pa: uma análise a partir da educação matemática crítica
(Universidade Federal do Pará, 2023-03-16) MOREIRA, Elinalda da Silva; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This research aimed to analyze mathematics education, from a Critical perspective, in the daily lives of elderly people and as specific objectives: to describe mathematics in their daily lives and to identify mathematics throughout the lives of elderly people. The theorists who base this research are: Skovsmose, D’Ambrosio, Freire and others who contribute significantly to the construction of references. In order to produce the data, interviews were conducted with 6 elderly people, 4 women and 2 men. The locus of this study is the São José Operário community, located in the Bengui neighborhood, in Belém do Pará. The methodology is based on a qualitative approach, through case study, with semi-structured interview, focusing on Critical Mathematics Education, anchored in the studies of Skovsmose (2001, 2005, 2007, 2012, 2021). The results reveal that elderly people interact with mathematics in their daily and religious activities, they also bring “traumas” from the methodology used in the past to teach mathematics, since at the time, traditional teaching was used, based on the use of “palmations”. The categories reveal that because it is a rigid teaching, there was no continuation of studies, leading them to informal work, a reflection of a banking education evidenced by Freire, where the student was a being without opportunities for questioning and reflection in the classroom.
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Modelagem Matemática escolar: uma organização praxeológica complexa
(Universidade Federal do Pará, 2019-02-28) SODRÉ, Gleison de Jesus Marinho; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This work questions the mathematical modeling cycle like a technique of the task of mathematically modeling problems at concrete contexts from the notion of complex praxeological organization conceived in the light of the Didactic Anthropological Theory. The work proposes new modeling techniques that preserve the cyclical character and from empirical experimentation, it proposes the investigative cycle of mathematical modeling.
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Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.
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A noção de tarefa fundamental como dispositivo didático para um percurso de formação de professores: o caso da geometria analítica
(Universidade Federal do Pará, 2012-12-13) ANDRADE, Roberto Carlos Dantas; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research addresses the praxeological problem of the math teacher and the teaching profession from the perspective of teacher education through the confrontation of the phenomenon of disconnection between themes, sectors and areas of study of mathematics in primary school. It is part of the Epistemological Research Program in Didactics of mathematics, more precisely in the context of Anthropological Theory of Didactics, whose subsidies allow us to propose the concept of Fundamental Tasks based on the study of types of effective tasks which is capable of articulating and justifying other tasks, constituting a starting point and convergence between these and other tasks concerning the reconstructions of mathematical organizations for the study and teaching in basic education. In this sense, we set the following question: in what way a route search and research involving Fundamental Tasks can be a device methodological formation of teachers? In response to this question, from the experience in a Community of Teachers‟ Practices in a public school, with the study of Plane Analytic Geometry, under specific institutional conditions and restrictions, which point to Fundamental Tasks as a didactic device capable of triggering and encouraging to face the problem of disarticulation, as well as providing a pathway for Studies and Research as a Way of Continuing Education of mathematics teachers in the effective exercise of the profession.
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As percepções de atores da educação especial ante a atuação enquanto ledor para pessoas com deficiência visual
(Universidade Federal do Pará, 2023-04-06) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The research deals the specific preparation of education professionals in the condition of Ledor for advising people with visual impairments. It aims to analyze how professionals working in this area interact due to the appropriation of perceptions during this preparation. The condition of accessibility instrument, while training, conducts this research. In this sense, an attempt was made to answer the question: How are the perceptions of special education professionals during Ledor training for people with visual impairments? The support of Vygotsky's defectology fundamentals and elements of the theoretical-philosophical assumptions verified in Wittgenstein's Philosophical Investigations about language and conceptualizations with reflections about “seeing and seeing as” according to Gottschalk's considerations (2006), supported our added research with focal aspects on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016), parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor: Machado (2020) and Canuto (2022) among others . This contribution enabled dialogues about the path and perceptions of research collaborators, participants of the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology used in the research text covers preparation to act in accessibility to reading both common texts and graphic variations. The construction of this Ledor instrument is justified because in the Pará market there was no pedagogical tool that met the demand to work in the condition of Ledor. The thesis showed the feasibility of preparing an instrumental Ledor for people with visual impairments, that there are issues proposed by institutions that promote selective processes that are against the grain of the inclusive process and there is a necessity to apply a national educational policy for the description of images in schooling of basic education.
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Propostas no ensino de aritmética para pessoas com surdocegueira
(Universidade Federal do Pará, 2019-06-26) SANTOS, Felipe Moraes dos; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study deals with the use of the History of Mathematics in conjunction with concrete materials as an educational proposal to teach principles of arithmetic for deafblind students. We aim to develop arithmetic teaching activities that are attractive to the learning of people with deafblindness. Due to the condition of the deafblind person, there was a need to develop more consistent strategies in order to attract the student to the content, thus exploring as much as possible, their remaining perceptions. The methodology adopted is qualitative in nature. The construction of suggested and applied activities were guided by the educational strategies of deafblinds, the perspectives of Mathematical History, solid materials and learning factors, exposing the history of Mathematics and concrete objects as a previous organizer. In addition, in order to strengthen the study we develop materials and adapt existing ones to further encourage student learning. The study was carried out in a Specialized Educational Unit in the state of Pará. The unraveling of the proposal promoted the intrinsic motivation allowing the student's involvement in the activity, being aided by tactile resources. The approach linking history of mathematics, concrete materials and counting, proved to be efficient by providing the best organization of the conceptual counting structure, the successful learning outlined by the student revealed that the intent of the proposal was achieved.
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Saberes docentes na licenciatura em matemática acerca do ensino de derivada
(Universidade Federal do Pará, 2016-03-28) PAULO, Stephany Glaucia de Oliveira; BRANDEMBERG, João Cláudio; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This work is developed from the qualitative research that aims to identify the Knowledge Teachers present in the Degree in Mathematics and teaching Derivative. The study involves five teachers who teach or have taught at the Calculus I course for the degree in Mathematics of the Pará State University and / or the Federal University of Pará, which seeks to answer the following question: what teaching knowledge present in the degree in Mathematics and teaching Derivative? This study is divided into two stages, the first is the application of a questionnaire containing eighteen questions about teacher training and performance in education derivative, the second is the interview which contains five questions concerning the professional career of the teacher since his graduation and six questions relating to teacher design in relation to the Derivative of education in degree in Mathematics. Later built a new interview script, which contains seven questions on teaching Derivative two about the difficulty of Derivative learning and four purpose of training, experience and the course curriculum. In the historical study of the development of derivative, we based the work of Haveroth (2013), Pires (2004), Bardi (2008), Carvalho (2007) and Baroni and Otero-Garcia (2014). In bibliographical study on the Derivative of education in the Degree in Mathematics, based in Dall'Anese (2000), Santos and Matos (2012) and Traldi Junior (2007) and on the teaching knowledge in Tardif (2014) and Pimenta (1996). Based on the analysis of the interviews, we made some considerations: we realize that this knowledge’s are closely linked to one another, knowledge that these are the training, the experience, discipline and curriculum.
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Saberes e fazeres de pescadores de caranguejo de São Caetano de Odivelas/PA: uma abordagem etnomatemática
(Universidade Federal do Pará, 2017-02-13) MORAES, Ronny Gleyson Maciel de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This study presents the results of a qualitative research developed in the municipality of São Caetano de Odivelas / PA and aims to analyze the knowledge and practices of the daily activities of crab fishermen and the possibilities of use in teaching and learning mathematics in Elementary School. The theoretical contribution is based on studies directed to Ethnomathematics, which studies the relation of mathematical ideas with the sociocultural knowledges of human behavior. The research has been carried out since 2013 and, for this dissertation, the research work was carried out from November 2014 to July 2016, and was developed with the participation of three crab fishermen, a mitermaster and a crabmeat collector by Observations of their capture, processing and marketing practices. The analytical content was constituted by means of interviews based on informal dialogues, photographic and audiovisual records, which served as source of information for the analysis of the research. The proposal to present possibilities of interaction between school mathematical knowledge and traditional knowledge of crab fishermen largely reflects my life history in São Caetano de Odivelas, since I had the opportunity to perform this activity in my adolescence, which Made an interest in understanding their knowledge and actions with a focus on the educational. With the accomplishment of the research, it was verified that it is possible to use in the school environment the traditional knowledge of the crab fishermen relating their labor activities to the teaching of mathematics making a connection between these knowledge.
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Tradução interna e jogos de imagens na matemática
(Universidade Federal do Pará, 2018-10-31) MELO, Luciano Augusto da Silva; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This research has as primordial foundations Language and Mathematics in the context of Mathematics Education. The scope of the reflections that permeate the text comes from the perspective of the Mathematical Texts Translation, aiming to characterize intratheoretically the conceptual notions of Internal Translation and Image Games in Teaching Mathematics. To do so, I direct the discussions in two lines of thought: one philosophical and the other theoretical. The first emphasizes the expression language game coined by Ludwig Wittgenstein in Philosophical Investigations. The second highlights the epistemological contributions of Gilles-Gaston Granger on Mathematics and Language (form and content). Arley Moreno, Brazilian philosopher and disciple of Granger, elaborated the Epistemology of the Use, theory that unites philosophy and scientific knowledge. I sought theoretical support in Jakobson's Semantic Structuralism, in Gadamer's Hermeneutics, and in the lectures on the translator's practices of Ricoeur, Benjamin, and Steiner. In the course of the thesis, I emphasize the importance of looking at the constitution of mathematical concepts in teaching as an activity intrinsic to language. In this sense, I raise the hypothesis that teachers, in addition to reading and interpreting specific codes and symbologies in the classroom, make the transition from mathematical language to natural language through a translation. Therefore, the methodology used in the research gives it the status of an Epistemological Discussion, which is characterized in analyzing how the role of images in Mathematics (graphics study) takes place, observing connections between the languages of algebra and geometry. A part of the analysis had as technological contribution the use of GeoGebra software tools in the elaboration of hypotheses and inferences about the importance of elucidating complex concepts in mathematics, due to the formal and abstract treatment provided in teaching. Inferi, as scientific contributions in the field of Education, among other observations, that translate in Mathematics consists of understanding (master) the grammar and syntax of this language; translate in Mathematics is not equivalent to interpret, they are different language games; the games of images bring perspicuity to the understanding of graphs and the domain of specific rules makes explicit the meaning of concepts and symbologies of Mathematics; it still subsists in the language of teachers, a kind of internal translation in what concerns the teaching of mathematical concepts. I therefore point out that the internal translation in Mathematics can be seen as teaching activity that expands the frame of reference about language games and can contribute to the learning of mathematical concepts in Education.