Ludwig Wittgenstein, Mathematics, Therapy and Life: research from the group on Education, Language and Cultural Practices in Brazil

IF 0.3 Q4 MATHEMATICS Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1552

Elizabeth Gomes Souza, C. Tamayo, Marcia Maria Bento

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引用次数: 1

Abstract

This article aims to describe discursive regularities of theses and dissertations by researchers from the Group “Research, Education, Language, Cultural Practices” Phala and their effects for / on Mathematics Education. Due to the nature of the proposed study, three axes of description emerged: (1) starting cultural archive and the literatures-traces triggered with respect to Mathematics; (2) therapeutic analog movements operated in research, and (3) aesthetics and writing style. We identified that the archives, taking deconstructionist therapy as a research lens, expand the debates about the understanding of Mathematics as a fixed, linear, compartmentalized, abstract and hierarchical set of knowledge, shaped to meet cognitive, structuralist and neoliberal school learning projects; as well as they broaden the debates about the ways of practicing research in a hermeneutic-analytical way, addressing problems that involve modern schooling, teacher training, indigenous and non-indigenous education, assessment of learning and historiographic and non-historiographical aspects of undertaking research in Mathematics Education

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路德维希·维特根斯坦，数学、治疗与生活：来自巴西教育、语言和文化实践小组的研究

本文旨在描述“研究、教育、语言、文化实践”Phala小组研究人员的论文和学位论文的话语规律及其对数学教育的影响。由于所提出的研究的性质，出现了三个描述轴：（1）启动文化档案和数学引发的文献痕迹；（2）在研究中操作的治疗模拟动作，以及（3）美学和写作风格。我们发现，这些档案以解构主义疗法为研究视角，扩大了关于将数学理解为一套固定的、线性的、划分的、抽象的和分层的知识的争论，这些知识的形成是为了满足认知的、结构主义的和新自由主义的学校学习项目；此外，他们还以解释学分析的方式扩大了关于实践研究方法的辩论，解决了涉及现代学校教育、教师培训、土著和非土著教育、学习评估以及数学教育研究的历史和非历史方面的问题

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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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.