Lilian Aragão da Silva, Andréia Maria Pereira de Oliveira
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引用次数: 0
Abstract
This article aims to identify and analyze power relations in the negotiation of meanings in a Community of Practice, called the “Observatório da Educação Matemática” da Bahia (OEM-BA), formed by academics from the university and teachers of Basic Education, who came together to produce educational math curriculum materials. The research carried out was of a qualitative nature and the data were produced through observations of the activities carried out by OEM-BA. To support the analysis, we used Etienne Wenger's Social Theory of Learning and Basil Bernstein's Theory of Codes. By analyzing the data, we identify power relations between academic and non-academic discourses, as well as interdisciplinary and interdisciplinary discourses. This happened when members negotiated meanings relative to teaching and learning content operations with whole numbers and quantities directly and inversely proportional. The results of this research gave visibility to variations in the principles and hierarchies underlying the meeting between academics and scholars.
本文旨在识别和分析实践共同体中意义谈判中的权力关系，该共同体被称为“Observatório da educa o Matemática”da Bahia (OEM-BA)，由大学的学者和基础教育教师组成，他们聚集在一起制作教育数学课程材料。所进行的研究是定性的，数据是通过观察OEM-BA所进行的活动而产生的。为了支持这一分析，我们使用了Etienne Wenger的社会学习理论和Basil Bernstein的符码理论。通过对数据的分析，我们确定了学术话语与非学术话语、跨学科话语与跨学科话语之间的权力关系。当成员们讨论与教学内容操作相关的意义时，就会出现这种情况，这些操作与整数和数量成正比或成反比。这项研究的结果揭示了学者和学者之间会面的原则和等级制度的变化。
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.
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