Pub Date : 2019-12-26DOI: 10.22267/RELATEM.19124.37
Roberta Luzia Soares de Souza
This work is in charge of presenting the results of a research that aims to understand mathematical ideas mobilized in a locksmith’s practice that can constitute a context for teaching school mathematics. The research subject is a locksmith with 29 years of experience. The research of a qualitative type with the contribution of ethnographic research. For data colletion, observation, interview and photographic record were used. Data analysis was performed using the triangulation method. The results obtained allow us to affirm that is the constext of the lochsmith there is a mobilization of mathematical ideas in the construction of grids and in the work instruments called templates. Such ideas are related to mathematical content taught in Basic Educacion, both in Elementary and Secondary Educacion, which can be used by the teacher as a context for teaching mathematics.
{"title":"Ideias matemáticas na prática de um serralheiro: contexto para o ensino de matemática","authors":"Roberta Luzia Soares de Souza","doi":"10.22267/RELATEM.19124.37","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.37","url":null,"abstract":"This work is in charge of presenting the results of a research that aims to understand mathematical ideas mobilized in a locksmith’s practice that can constitute a context for teaching school mathematics. The research subject is a locksmith with 29 years of experience. The research of a qualitative type with the contribution of ethnographic research. For data colletion, observation, interview and photographic record were used. Data analysis was performed using the triangulation method. The results obtained allow us to affirm that is the constext of the lochsmith there is a mobilization of mathematical ideas in the construction of grids and in the work instruments called templates. Such ideas are related to mathematical content taught in Basic Educacion, both in Elementary and Secondary Educacion, which can be used by the teacher as a context for teaching mathematics.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44466913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-26DOI: 10.22267/RELATEM.19124.31
Gustavo Adolfo Marmolejo Avenia, J. Chamorro, Edwin Insuaty
La investigacion visibiliza elementos culturales y sociales afiliados a actividades pedagogicas que una etnoeducadora Inga de Santiago (Valle de sibundoy, Colombia) gestiona para el desarrollo de pensamiento matematico. En particular, se contempla el rol de la localizacion en procesos de espacialidad. El estudio se desarrollo en la Institucion Etnoeducativa Rural Bilingue Iachai Wasi Carlos Tamabioy de Santiago. Se selecciono el metodo de investigacion cualitativa a fin de obtener una rica comprension de la vision matematica y su uso para el Inga. Los resultados aportan al fortalecimiento de procesos pedagogicos etnomatematicos y contribuyen a la explicitacion de pensamiento matematico propio.
这项研究揭示了与圣地亚哥民族教育家因加(哥伦比亚西本多伊山谷)为发展数学思维而管理的教育活动有关的文化和社会因素。本研究的目的是探讨空间性在空间性过程中的作用。这项研究是在圣地亚哥的Iachai Wasi Carlos Tamabioy农村双语民族教育机构进行的。本研究的目的是探讨因加语的数学视觉及其在课堂上的应用。本研究的主要目的是探讨民族数学教学过程的发展，以及民族数学思维的发展。
{"title":"Una experiencia del recorrido territorial de una etnoeducadora inga. La localización en el desarrollo del pensamiento matemático","authors":"Gustavo Adolfo Marmolejo Avenia, J. Chamorro, Edwin Insuaty","doi":"10.22267/RELATEM.19124.31","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.31","url":null,"abstract":"La investigacion visibiliza elementos culturales y sociales afiliados a actividades pedagogicas que una etnoeducadora Inga de Santiago (Valle de sibundoy, Colombia) gestiona para el desarrollo de pensamiento matematico. En particular, se contempla el rol de la localizacion en procesos de espacialidad. El estudio se desarrollo en la Institucion Etnoeducativa Rural Bilingue Iachai Wasi Carlos Tamabioy de Santiago. Se selecciono el metodo de investigacion cualitativa a fin de obtener una rica comprension de la vision matematica y su uso para el Inga. Los resultados aportan al fortalecimiento de procesos pedagogicos etnomatematicos y contribuyen a la explicitacion de pensamiento matematico propio.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48454469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-26DOI: 10.22267/RELATEM.19124.34
Cristian Matías Muñoz Jeldres
Sexual education in Chile is the least developed one in Latin America since 2008 to 2015 (Hunt, Monterrosas& Mimbela, 2015) which is why it is desirable to generate innovations from every discipline. That is the purposeof the creation of this didactical approach, framed in high school, where the objective is to analyze the creation of mathematical models of linear equations given the numbers of people diagnosed with six different STIs (sexually transmitted infections) in Chile through the period of 2012-2015 that allows to estimate the ciphersfor 2016 and 2017, this with the aim to compare them with the real ciphers of said years to make visible theexcessive rising of diagnosed STIs recently (Cassinelli & Fernandez, 2018) and start a dialogue about de STIprevention and self-care in teenagers. The applied approach was based on the mathematics sociocritical perspective and the mathematical modeling (Barbosa 2003, 2018; Barbosa & Santos, 2018; Gomes & Barbosa, 2014). The proposal was applied as a group-work lesson with a 38 students mixed class of secondary school where some of the main results that are highlighted are the difficulties of certain students to communicate mathematically, the variety of mathematical models on the six cases of STIs in response to the answers given from each group, and a bigger awareness about the STIs prevention and self-care. This approach sets a precedent for mathematics and sexual education in Chile by joining both areas with the objective of promoting self-care from a disciplinary analysis of mathematical objects involved in a real-life situation.
{"title":"Matemáticas y educación sexual mediante modelación de ecuación de la recta","authors":"Cristian Matías Muñoz Jeldres","doi":"10.22267/RELATEM.19124.34","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.34","url":null,"abstract":"Sexual education in Chile is the least developed one in Latin America since 2008 to 2015 (Hunt, Monterrosas& Mimbela, 2015) which is why it is desirable to generate innovations from every discipline. That is the purposeof the creation of this didactical approach, framed in high school, where the objective is to analyze the creation of mathematical models of linear equations given the numbers of people diagnosed with six different STIs (sexually transmitted infections) in Chile through the period of 2012-2015 that allows to estimate the ciphersfor 2016 and 2017, this with the aim to compare them with the real ciphers of said years to make visible theexcessive rising of diagnosed STIs recently (Cassinelli & Fernandez, 2018) and start a dialogue about de STIprevention and self-care in teenagers. The applied approach was based on the mathematics sociocritical perspective and the mathematical modeling (Barbosa 2003, 2018; Barbosa & Santos, 2018; Gomes & Barbosa, 2014). The proposal was applied as a group-work lesson with a 38 students mixed class of secondary school where some of the main results that are highlighted are the difficulties of certain students to communicate mathematically, the variety of mathematical models on the six cases of STIs in response to the answers given from each group, and a bigger awareness about the STIs prevention and self-care. This approach sets a precedent for mathematics and sexual education in Chile by joining both areas with the objective of promoting self-care from a disciplinary analysis of mathematical objects involved in a real-life situation.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22267/RELATEM.19124.38
Renata Cristina Geromel Meneghetti, Edinei De Oliveira Filho
This article addresses pedagogical activities of Mathematics Education developed in the context of a Solidary Economic Enterprise (SEE). The aim of this investigation was to plan and execute pedagogical actions in this context based on the principles of Ethnomathematics, starting from D’Ambrosio, Knijnik, Rosa and Orey and Lubeck and Rodrigues; and also, Vygotsky’s theory regarding collaborative work. The investigation followed a predominantly qualitative approach based on the action research methodology, which sought to promote the social transformation of the members of this SEE by solving problems with respect to the mathematical knowledge involved in calculating change of money in the sales processes inherent to the activities of their work. As a result, it was observed that considering the Ethnomathematics of this EES favored the understanding and appreciation of mathematical practices and that the collaborative work developed helped in the discussions on mathematical procedures and concepts, mainly strengthening the principle of cooperation, which is one of the pillars of the Solidary Economy.
{"title":"Etnomatemática e Trabalho Colaborativo na Educação Inclusiva de Adultos no Contexto da Economia Solidária","authors":"Renata Cristina Geromel Meneghetti, Edinei De Oliveira Filho","doi":"10.22267/RELATEM.19124.38","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.38","url":null,"abstract":"This article addresses pedagogical activities of Mathematics Education developed in the context of a Solidary Economic Enterprise (SEE). The aim of this investigation was to plan and execute pedagogical actions in this context based on the principles of Ethnomathematics, starting from D’Ambrosio, Knijnik, Rosa and Orey and Lubeck and Rodrigues; and also, Vygotsky’s theory regarding collaborative work. The investigation followed a predominantly qualitative approach based on the action research methodology, which sought to promote the social transformation of the members of this SEE by solving problems with respect to the mathematical knowledge involved in calculating change of money in the sales processes inherent to the activities of their work. As a result, it was observed that considering the Ethnomathematics of this EES favored the understanding and appreciation of mathematical practices and that the collaborative work developed helped in the discussions on mathematical procedures and concepts, mainly strengthening the principle of cooperation, which is one of the pillars of the Solidary Economy.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22267/RELATEM.19124.30
P. P. Rincón, M. Tun
Este número aporta una cantidad considerable de trabajos tanto teóricos como prácticos acerca de la Etnomatemática, y como tal, sirve como una fuente valiosa para educadores, estudiantes, y personas interesadas en el mundo diverso de las prácticas matemáticas y culturales. Los autores presentan argumentos ilustradores y originales acerca de la importancia de analizar de forma crítica las percepciones actuales que existen acerca de los límites del campo de las matemáticas.
{"title":"Matemáticas con pertinencia social, cultural, y territorial","authors":"P. P. Rincón, M. Tun","doi":"10.22267/RELATEM.19124.30","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.30","url":null,"abstract":"Este número aporta una cantidad considerable de trabajos tanto teóricos como prácticos acerca de la Etnomatemática, y como tal, sirve como una fuente valiosa para educadores, estudiantes, y personas interesadas en el mundo diverso de las prácticas matemáticas y culturales. Los autores presentan argumentos ilustradores y originales acerca de la importancia de analizar de forma crítica las percepciones actuales que existen acerca de los límites del campo de las matemáticas.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.22267/RELATEM.19124.35
Lucas Silva Pires
This article is part of a research carried out together with students of the Boa Esperanca school of Tauari village in PA Paulo Fontelles, located in the municipality of Sao Domingos do Araguaia. Our objective is to investigate sociocultural practices for the teaching of linear equation from narratives of bovine milk producers. Our goal is to present the creation of a set of curricular mathematical activities based on narratives resulting from the socio-cultural practices of the country man for use in the school context of rural education. It is based on political and pedagogical principles of the Field Education and on sociocultural aspects of Ethnomathematics. The main concern is to answer "to what extent can the narratives of bovine milk producers contribute to the teaching of linear equation?"In order to obtain answers, this study was developed in four moments described below: (i) preparation of a question form; (ii) semi-structured interviews; (iii) transcripts of narratives; and (iv) problematization of issues. The results indicated the importance of this activity as a strategy for the teaching of Mathematics. Therefore, we can see that it is possible to teach linear equation from sociocultural practices of bovine milk producers, which brings strengths of political, pedagogical and didactic principles to rural schools.
本文是与Sao Domingos do Araguaia市PA Paulo Fontelles的tawaari村Boa Esperanca学校的学生一起进行的一项研究的一部分。我们的目标是调查社会文化实践的线性方程的教学从叙述的牛奶生产者。我们的目标是在农村教育的学校背景下，以农村人的社会文化实践为基础，提出一套基于叙事的课程数学活动。它以实地教育的政治和教学原则以及民族数学的社会文化方面为基础。主要问题是回答“牛奶生产者的叙述在多大程度上有助于线性方程的教学?”为了获得答案，本研究在以下四个时刻进行:(i)准备问题表格;(ii)半结构化访谈;(iii)叙述的文字记录;(四)问题的问题化。结果表明该活动作为数学教学策略的重要性。因此，我们可以看到，从牛奶生产者的社会文化实践中教授线性方程是可能的，这给农村学校带来了政治、教学和教学原则的优势。
{"title":"Função do 1º Grau em Narrativas de Produtores de leite bovino","authors":"Lucas Silva Pires","doi":"10.22267/RELATEM.19124.35","DOIUrl":"https://doi.org/10.22267/RELATEM.19124.35","url":null,"abstract":"This article is part of a research carried out together with students of the Boa Esperanca school of Tauari village in PA Paulo Fontelles, located in the municipality of Sao Domingos do Araguaia. Our objective is to investigate sociocultural practices for the teaching of linear equation from narratives of bovine milk producers. Our goal is to present the creation of a set of curricular mathematical activities based on narratives resulting from the socio-cultural practices of the country man for use in the school context of rural education. It is based on political and pedagogical principles of the Field Education and on sociocultural aspects of Ethnomathematics. The main concern is to answer \"to what extent can the narratives of bovine milk producers contribute to the teaching of linear equation?\"In order to obtain answers, this study was developed in four moments described below: (i) preparation of a question form; (ii) semi-structured interviews; (iii) transcripts of narratives; and (iv) problematization of issues. The results indicated the importance of this activity as a strategy for the teaching of Mathematics. Therefore, we can see that it is possible to teach linear equation from sociocultural practices of bovine milk producers, which brings strengths of political, pedagogical and didactic principles to rural schools.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.25090/REMAT25269062V14N172017P173A188
J. Valle
O proposito deste texto consiste em delinear o modo como o pensamento de Bertrand Russell e mesmo suas posturas diante de momentos significativos de sua vida influenciaram a obra de Ubiratan D’Ambrosio, impactando sua trajetoria academica, alem de sua producao teorica. Neste sentido, trata-se, inclusive, de um exame dos possiveis fundamentos filosoficos da Etnomatematica que tem, em decorrencia desta influencia, elementos estruturantes associados as compreensoes filosoficas russellianas como, por exemplo, o modo como ambos entendem a educacao, a ciencia, as avaliacoes e o ensino de matematica.
{"title":"A influência de Bertrand Russell no posicionamento político-ideológico da obra de Ubiratan D’Ambrosio","authors":"J. Valle","doi":"10.25090/REMAT25269062V14N172017P173A188","DOIUrl":"https://doi.org/10.25090/REMAT25269062V14N172017P173A188","url":null,"abstract":"O proposito deste texto consiste em delinear o modo como o pensamento de Bertrand Russell e mesmo suas posturas diante de momentos significativos de sua vida influenciaram a obra de Ubiratan D’Ambrosio, impactando sua trajetoria academica, alem de sua producao teorica. Neste sentido, trata-se, inclusive, de um exame dos possiveis fundamentos filosoficos da Etnomatematica que tem, em decorrencia desta influencia, elementos estruturantes associados as compreensoes filosoficas russellianas como, por exemplo, o modo como ambos entendem a educacao, a ciencia, as avaliacoes e o ensino de matematica.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46455627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-27DOI: 10.22267/RELATEM.1693.14
G. Silva, A. B. Powell
Resumo Microagressoes sao formas sutis de insultos verbais, nao verbais e visuais, direcionadas a individuos com base em raca, genero, etnia, classe social, dialeto ou religiao, frequentemente feitas automaticamente ou inconscientemente pelos agressores, mas que sao capazes de causar um profundo impacto sobre a vida dos agredidos. As microagressoes tambem expressam uma forma evoluida do racismo, visto que formas mais agressivas e sistemicas de racismo nao sao mais socialmente aceitaveis como no passado. No contexto da educacao em nivel superior, muitos pesquisadores tem apontado que a constante exposicao as microagressoes experienciadas pelos estudantes pode se tornar um fator negativo tanto para sua permanencia quanto para seu desempenho academico, uma vez que interferem negativamente em sua integracao social e academica com o clima do campus. Neste sentido, o proposito deste trabalho e refletir sobre o conceito de microagressoes e suas possiveis implicacoes nas universidades. Isso sera feito atraves de uma revisao de diversos estudos e pesquisas, bem como por meio de discussoes baseadas em dados produzidos em uma pesquisa conduzida pelo primeiro autor. Estes dados estao relacionados as experiencias com microagressoes relatadas por estudantes de cursos superiores da area das ciencias exatas beneficiados por acoes afirmativas. Consideramos que as implicacoes praticas deste trabalho podem contribuir para um melhor entendimento sobre as experiencias que influenciam na permanencia e no progresso academico destes estudantes, as quais frequentemente ultrapassam questoes tradicionais relacionadas ao ensino e a aprendizagem. Abstract Microaggressions are subtle insults, verbal and not-verbal, addressed to individuals based on race, gender, ethnic, social class, dialect, or religion often made unthinkingly or unconsciously by aggressors but can cause a huge impact on the life of the assaulted. Microaggressions also express an evolved form of racism, since more aggressive forms and systemic racism are not as socially acceptable as in the past. In higher education, several researchers have emphasized that the constant exposure to microaggressions that students experience could be a negative factor in their academic development as well as their permanence, since they interfere with social and academic integration and with campus climate. Our aim is to reflect on the concept of microaggression and its possible implications in universities. This will be done through a review of literature as well as discussions based on data produced in a research conducted by first author related to experiences with microaggressions described by STEM affirmative action students. We believe that the practical implications of this work can contribute to a better understanding about experiences that influence in the permanence and academic progress of these students that often exceed traditional questions related to learning and teaching.
{"title":"Microagressões no ensino superior nas vias da Educação Matemática","authors":"G. Silva, A. B. Powell","doi":"10.22267/RELATEM.1693.14","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.14","url":null,"abstract":"Resumo Microagressoes sao formas sutis de insultos verbais, nao verbais e visuais, direcionadas a individuos com base em raca, genero, etnia, classe social, dialeto ou religiao, frequentemente feitas automaticamente ou inconscientemente pelos agressores, mas que sao capazes de causar um profundo impacto sobre a vida dos agredidos. As microagressoes tambem expressam uma forma evoluida do racismo, visto que formas mais agressivas e sistemicas de racismo nao sao mais socialmente aceitaveis como no passado. No contexto da educacao em nivel superior, muitos pesquisadores tem apontado que a constante exposicao as microagressoes experienciadas pelos estudantes pode se tornar um fator negativo tanto para sua permanencia quanto para seu desempenho academico, uma vez que interferem negativamente em sua integracao social e academica com o clima do campus. Neste sentido, o proposito deste trabalho e refletir sobre o conceito de microagressoes e suas possiveis implicacoes nas universidades. Isso sera feito atraves de uma revisao de diversos estudos e pesquisas, bem como por meio de discussoes baseadas em dados produzidos em uma pesquisa conduzida pelo primeiro autor. Estes dados estao relacionados as experiencias com microagressoes relatadas por estudantes de cursos superiores da area das ciencias exatas beneficiados por acoes afirmativas. Consideramos que as implicacoes praticas deste trabalho podem contribuir para um melhor entendimento sobre as experiencias que influenciam na permanencia e no progresso academico destes estudantes, as quais frequentemente ultrapassam questoes tradicionais relacionadas ao ensino e a aprendizagem. Abstract Microaggressions are subtle insults, verbal and not-verbal, addressed to individuals based on race, gender, ethnic, social class, dialect, or religion often made unthinkingly or unconsciously by aggressors but can cause a huge impact on the life of the assaulted. Microaggressions also express an evolved form of racism, since more aggressive forms and systemic racism are not as socially acceptable as in the past. In higher education, several researchers have emphasized that the constant exposure to microaggressions that students experience could be a negative factor in their academic development as well as their permanence, since they interfere with social and academic integration and with campus climate. Our aim is to reflect on the concept of microaggression and its possible implications in universities. This will be done through a review of literature as well as discussions based on data produced in a research conducted by first author related to experiences with microaggressions described by STEM affirmative action students. We believe that the practical implications of this work can contribute to a better understanding about experiences that influence in the permanence and academic progress of these students that often exceed traditional questions related to learning and teaching.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-27DOI: 10.22267/RELATEM.1693.13
Vanisio Luiz da Silva
ResumoEste ensaio reflexivo repercute um estudo de doutoramento que promoveu um debate em torno do Projeto Educacao Para Todos (EPT) no Brasil. Especialmente, os topicos intitulados: necessidades basicas de aprendizagem; atencao na aprendizagem e; ambiente adequado a aprendizagem. Ele, o debate, buscou conectar os ideais de uma Educacao Matematica Para Todos (EMPT) as determinacoes da Lei 10.639/03, analisando processos e modos de apredizagem-ensino culturais aflorados na Etnomatematica, em confluencia com a Psicologia Cognitiva e Social. Fundamentando-se, para tanto, no conceito de inclusao perversa, em referencias sobre aprendizagem socio-historica e sobre a africanidade brasileira, descrita por Munanga e Silva. Buscando, atender especificidades da populacao brasileira, nao destacadas na educacao escolar.AbstractThis reflective essay reports on a doctoral study that contributes to the debate about the Project Education for All (EPT) in Brazil. Especially for the topics entitled—basic learning needs, attention to learning, and suitable environment for learning—the debate sought to connect the ideals of a Mathematics Education for All (EMPT) the provisions of Law 10.639/03, analyzing processes and modes of teaching-learning cultural programs touched upon in Ethnomathematics, the confluence of Cognitive and Social Psychology. This report is based on the concept of perverse inclusion in references to socio-historical learning and Brazilian Africanity described by Munanga and Silva and seeks to attend to specifics of the Brazilian population, not highlighted in school education.
这篇反思性的文章反映了一项博士研究，该研究在巴西引发了一场关于全民教育(efa)项目的辩论。特别是题为“基本学习需要”的专题;注意学习和;适当的学习环境。这场辩论试图将全民数学教育的理想与10.639/03号法律的决定联系起来，分析民族数学中出现的文化学习和教学的过程和模式，并与认知和社会心理学相融合。因此，基于反常包容的概念，在社会历史学习和巴西非洲性的参考文献中，由Munanga e Silva描述。寻求满足巴西人口的特殊性，而不是在学校教育中突出。这篇关于一项博士研究的发人深省的论文报告有助于关于巴西全民教育项目的辩论。他们的登录名为—基本学习需要,重视学习,学习—辩论sought and suitable环境为所有连接的理想数学教育(EMPT) 10639/03的法律规定,分析过程和文化学习模式的教学程序看上去在Ethnomathematics,认知和社会心理学的融合。本报告的依据是Munanga和Silva所描述的社会历史学习和巴西非洲性的反常包容概念，并试图等待巴西人民的具体特点，而这些特点在学校教育中没有得到强调。
{"title":"Afetividade, etnomatemática e cultura negra","authors":"Vanisio Luiz da Silva","doi":"10.22267/RELATEM.1693.13","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.13","url":null,"abstract":"ResumoEste ensaio reflexivo repercute um estudo de doutoramento que promoveu um debate em torno do Projeto Educacao Para Todos (EPT) no Brasil. Especialmente, os topicos intitulados: necessidades basicas de aprendizagem; atencao na aprendizagem e; ambiente adequado a aprendizagem. Ele, o debate, buscou conectar os ideais de uma Educacao Matematica Para Todos (EMPT) as determinacoes da Lei 10.639/03, analisando processos e modos de apredizagem-ensino culturais aflorados na Etnomatematica, em confluencia com a Psicologia Cognitiva e Social. Fundamentando-se, para tanto, no conceito de inclusao perversa, em referencias sobre aprendizagem socio-historica e sobre a africanidade brasileira, descrita por Munanga e Silva. Buscando, atender especificidades da populacao brasileira, nao destacadas na educacao escolar.AbstractThis reflective essay reports on a doctoral study that contributes to the debate about the Project Education for All (EPT) in Brazil. Especially for the topics entitled—basic learning needs, attention to learning, and suitable environment for learning—the debate sought to connect the ideals of a Mathematics Education for All (EMPT) the provisions of Law 10.639/03, analyzing processes and modes of teaching-learning cultural programs touched upon in Ethnomathematics, the confluence of Cognitive and Social Psychology. This report is based on the concept of perverse inclusion in references to socio-historical learning and Brazilian Africanity described by Munanga and Silva and seeks to attend to specifics of the Brazilian population, not highlighted in school education.","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-25DOI: 10.22267/RELATEM.1693.15
P. Price, Roxanne Moore
Abstract In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism. Resumen Durante el 8vo Encuentro Internacional Matematicas Educacion y Sociedad (MES-8), Martin (2015) planteo una cuestion fundamental, “?En donde se posiciona la educacion matematica critica y demuestra accion inequivoca contra el racismo anti-negro, el terror racial y la supremacia blanca global? Esta pregunta marca un llamado a la accion para los educadores matematicos criticos a pensar no solamente en las posibilidades liberadoras y emancipadoras de la educacion matematica, sino de abordar de manera mas explicita y especificamente la raza y el racismo. Usando la “definicion futurista” de Powell (2012) de educador matematico critico como matematico, educador y activista, las autoras plantean que aunque los educadores matematicos criticos han conducido exitosamente a que los educadores consideren mejores estrategias pedagogicas para alcanzar una mayor equidad, es necesaria mas accion social para luchar contra el racismo. Las autoras abogan por una mayor atencion al llamado a la accion que hizo Martin y a la necesidad de que los educadores matematicos criticos se involucren activa y explicitamente en mas acciones inequivocas en contra de la supremacia blanca global y el racismo anti-negro
在第八届国际数学教育与学会(MES-8)年会上，Martin(2015)提出了一个关键问题，“批判数学教育在哪里，在反对反黑人种族主义、种族恐怖和全球白人至上主义方面表现出明确的行动?”这个问题标志着对批判性数学教育者的行动呼吁，他们不仅要思考数学教育的解放和解放的可能性，而且要更明确地将种族和种族主义作为一个领域来具体解决。使用Powell(2012)的“未来主义定义”，将批判性数学教育者定义为数学家、教育家和活动家，作者认为，尽管批判性数学教育者成功地推动了教育者考虑改进教学策略以实现更大的公平，但需要更多的社会行动来打击种族主义。作者主张更多地关注马丁的行动呼吁，并呼吁批判性数学教育者积极明确地参与更明确的行动，反对全球白人至上主义和反黑人种族主义。《国际数学教育与社会(MES-8)》，马立民(2015)，《数学理论与实践》，“?”那么，我们的立场，教育，数学，批判，示威，行动，明确反对，种族主义，反黑人，恐怖，种族主义，至上主义，全球?从数学教育的角度来说，这是一种自由的可能性，从数学教育的角度来说，这是一种自由的可能性，从数学教育的角度来说，这是一种自由的可能性，从种族主义的角度来说，这是一种自由的可能性。Usando腊”definicion futurista”·德·鲍威尔(2012)de educador matematico critico科莫matematico, educador y activista las autoras plantean, aunque洛杉矶educadores matematicos criticos汉conducido exitosamente一是洛杉矶educadores consideren ?降低pedagogicas对位alcanzar una equidad市长,es necesaria mas accion社会对位luchar反歧视。拉斯维加斯autoras abogan为什么una市长atencion al llamado la accion, hizo la necesidad马丁y de,洛杉矶educadores matematicos criticos se involucren activa y explicitamente en mas accion inequivocas en魂斗罗de la supremacia布兰卡全球el racismo anti-negro y
{"title":"(Re)claiming an activist identity as criticalmathematics educators: addressing anti-black racism because #BlackLivesMatter","authors":"P. Price, Roxanne Moore","doi":"10.22267/RELATEM.1693.15","DOIUrl":"https://doi.org/10.22267/RELATEM.1693.15","url":null,"abstract":"Abstract In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism. Resumen Durante el 8vo Encuentro Internacional Matematicas Educacion y Sociedad (MES-8), Martin (2015) planteo una cuestion fundamental, “?En donde se posiciona la educacion matematica critica y demuestra accion inequivoca contra el racismo anti-negro, el terror racial y la supremacia blanca global? Esta pregunta marca un llamado a la accion para los educadores matematicos criticos a pensar no solamente en las posibilidades liberadoras y emancipadoras de la educacion matematica, sino de abordar de manera mas explicita y especificamente la raza y el racismo. Usando la “definicion futurista” de Powell (2012) de educador matematico critico como matematico, educador y activista, las autoras plantean que aunque los educadores matematicos criticos han conducido exitosamente a que los educadores consideren mejores estrategias pedagogicas para alcanzar una mayor equidad, es necesaria mas accion social para luchar contra el racismo. Las autoras abogan por una mayor atencion al llamado a la accion que hizo Martin y a la necesidad de que los educadores matematicos criticos se involucren activa y explicitamente en mas acciones inequivocas en contra de la supremacia blanca global y el racismo anti-negro","PeriodicalId":30076,"journal":{"name":"Revista Latinoamericana de Etnomatematica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68288891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：