Sueli dos Prazeres Santos, Luiz Márcio Santos Farias
In the present article, we undertook a systematic study of bibliographic review based on the discussions, in the academic scope, about the contribution of the Anthropological Theory of Didactic – ATD (Chevallard, 1992) linked to Mathematics teaching and learning processes. The purpose was to investigate the current appropriation of ATD in Stricto sensu researches in Brazil. It is worth mentioning that the present study refers to a part of a PhD thesis. Thus, we aim to present an overview of thesis and dissertations answering the following question: "What are the main programs, institutions and researchers in Brazil that have been working on ATD?" In addition, we developed a study on the investigation axes of the researches, classified as: I) Teaching: focusing on the teacher, II) Learning: the object being the student's learning and III) Analysis of documents: books, lesson plans, course projects. For this purpose, we selected as a corpus 69 dissertations and 37 thesis defended in the period from 2005 to 2017.
{"title":"The Anthropological Theory of the Didactic in Brazilian researches","authors":"Sueli dos Prazeres Santos, Luiz Márcio Santos Farias","doi":"10.54870/1551-3440.1562","DOIUrl":"https://doi.org/10.54870/1551-3440.1562","url":null,"abstract":"In the present article, we undertook a systematic study of bibliographic review based on the discussions, in the academic scope, about the contribution of the Anthropological Theory of Didactic – ATD (Chevallard, 1992) linked to Mathematics teaching and learning processes. The purpose was to investigate the current appropriation of ATD in Stricto sensu researches in Brazil. It is worth mentioning that the present study refers to a part of a PhD thesis. Thus, we aim to present an overview of thesis and dissertations answering the following question: \"What are the main programs, institutions and researchers in Brazil that have been working on ATD?\" In addition, we developed a study on the investigation axes of the researches, classified as: I) Teaching: focusing on the teacher, II) Learning: the object being the student's learning and III) Analysis of documents: books, lesson plans, course projects. For this purpose, we selected as a corpus 69 dissertations and 37 thesis defended in the period from 2005 to 2017.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968896","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}
Verônica Gitirana, Rosilângela Lucena, R. Ignácio, Roberto Araújo Filho, José Wilson Pereira, César Thiago da Silva
Recommended Citation Gitirana, Verônica; Lucena, Rosilângela; Ignácio, Rogério; Araújo Filho, Roberto; Wilson Pereira, José; and Thiago da Silva, César (2022) "The Man Creates Instruments that Transform Himself: An Overview of GERE Research within Mathematics Education," The Mathematics Enthusiast: Vol. 19 : No. 2 , Article 10. DOI: https://doi.org/10.54870/1551-3440.1563 Available at: https://scholarworks.umt.edu/tme/vol19/iss2/10
{"title":"The Man Creates Instruments that Transform Himself: An Overview of GERE Research within Mathematics Education","authors":"Verônica Gitirana, Rosilângela Lucena, R. Ignácio, Roberto Araújo Filho, José Wilson Pereira, César Thiago da Silva","doi":"10.54870/1551-3440.1563","DOIUrl":"https://doi.org/10.54870/1551-3440.1563","url":null,"abstract":"Recommended Citation Gitirana, Verônica; Lucena, Rosilângela; Ignácio, Rogério; Araújo Filho, Roberto; Wilson Pereira, José; and Thiago da Silva, César (2022) \"The Man Creates Instruments that Transform Himself: An Overview of GERE Research within Mathematics Education,\" The Mathematics Enthusiast: Vol. 19 : No. 2 , Article 10. DOI: https://doi.org/10.54870/1551-3440.1563 Available at: https://scholarworks.umt.edu/tme/vol19/iss2/10","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968905","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}
Math and the Mouse is an intensive, collaborative, project-driven, study away course that runs during the three-week May Experience term at Furman University and has many of the attributes of a course-based undergraduate research experience in mathematics. We take twelve students to Orlando, Florida to study the behind-the-scenes mathematics employed to make Walt Disney World operate efficiently. Students learn techniques of mathematical modeling (mostly resource allocation, logistics, and scheduling models), statistical analysis (mostly probability, clustering, data collection, and hypothesis testing), and flow management (queuing theory and some beginning flow dynamics) in an applied setting. Through planned course modules, collaborative activities, conversations with guest speakers, and three group projects, one of which is of the students’ choosing, this academic experience provides an engaged learning experience that shows how material from eleven academic courses comes together in connection with real-world applications.
{"title":"Math and the Mouse: Explorations of Mathematics and Science in Walt Disney World","authors":"Elizabeth L. Bouzarth, John M. Harris, K. Hutson","doi":"10.54870/1551-3440.1578","DOIUrl":"https://doi.org/10.54870/1551-3440.1578","url":null,"abstract":"Math and the Mouse is an intensive, collaborative, project-driven, study away course that runs during the three-week May Experience term at Furman University and has many of the attributes of a course-based undergraduate research experience in mathematics. We take twelve students to Orlando, Florida to study the behind-the-scenes mathematics employed to make Walt Disney World operate efficiently. Students learn techniques of mathematical modeling (mostly resource allocation, logistics, and scheduling models), statistical analysis (mostly probability, clustering, data collection, and hypothesis testing), and flow management (queuing theory and some beginning flow dynamics) in an applied setting. Through planned course modules, collaborative activities, conversations with guest speakers, and three group projects, one of which is of the students’ choosing, this academic experience provides an engaged learning experience that shows how material from eleven academic courses comes together in connection with real-world applications.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70969475","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}
Paulo Henrique Rodrigues, Márcia Cristina de Costa Trindade Cyrino, H. Oliveira
The aim of this study is to analyse the actions of prospective mathematics teachers (PMTs), triggered in preparation for their teaching practicum (TP), to foster their autonomy when seeking their sense of agency in the face of a vulnerability, in the movement to construct their professional identity. To this end, we have carried out a qualitative research about the practicum lesson plans and the simulations of those lessons by PMTs who attended the same class in two disciplines of the Supervised Curricular Teaching Practice, in the last two years of the mathematics teaching degree course of the State University of Londrina (UEL). The identified vulnerability experiences enabled the search for the PMTs’ sense of agency regarding the following actions: defining concepts with which the students had already had contact and problematising them to systematise a mathematical idea; resorting to previous experiences worked with potential basic education students; having support from colleagues for possible actions to be developed in the classroom; problematising the answer to a problem; reflecting on and answering questions; evaluating a classroom situation and concluding that it is necessary to give in so that the other also plays a leading role; assuming a coherent position to what they believe about education; and questioning students. These actions express the reactions of PMTs when exercising their autonomy, in the search for the sense of agency, mediated by other PMTs and teacher educators involved in the formative process. The experiences of vulnerability and the search for the sense of agency articulate altogether singular, individual, and collective aspects that expand the movement of the construction of the teacher’s professional identity.
{"title":"The search for the sense of agency in vulnerable situations in mathematics teachers’ initial education","authors":"Paulo Henrique Rodrigues, Márcia Cristina de Costa Trindade Cyrino, H. Oliveira","doi":"10.54870/1551-3440.1548","DOIUrl":"https://doi.org/10.54870/1551-3440.1548","url":null,"abstract":"The aim of this study is to analyse the actions of prospective mathematics teachers (PMTs), triggered in preparation for their teaching practicum (TP), to foster their autonomy when seeking their sense of agency in the face of a vulnerability, in the movement to construct their professional identity. To this end, we have carried out a qualitative research about the practicum lesson plans and the simulations of those lessons by PMTs who attended the same class in two disciplines of the Supervised Curricular Teaching Practice, in the last two years of the mathematics teaching degree course of the State University of Londrina (UEL). The identified vulnerability experiences enabled the search for the PMTs’ sense of agency regarding the following actions: defining concepts with which the students had already had contact and problematising them to systematise a mathematical idea; resorting to previous experiences worked with potential basic education students; having support from colleagues for possible actions to be developed in the classroom; problematising the answer to a problem; reflecting on and answering questions; evaluating a classroom situation and concluding that it is necessary to give in so that the other also plays a leading role; assuming a coherent position to what they believe about education; and questioning students. These actions express the reactions of PMTs when exercising their autonomy, in the search for the sense of agency, mediated by other PMTs and teacher educators involved in the formative process. The experiences of vulnerability and the search for the sense of agency articulate altogether singular, individual, and collective aspects that expand the movement of the construction of the teacher’s professional identity.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758878","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}
Aldinete Silvino de Lima, Iranete Maria da Silva Lima, Carlos Eduardo Ferreira Monteiro, Liliane Maria Teixeira Lima de Carvalho
This article approaches the relationship between mathematics education and field education, based on the academic production of the research group on mathematics education in field education contexts (Gpemce) created in 2008 at the Federal University of Pernambuco. After presenting the repercussions and lines of research of the group, we reflect on the roots and principles of field education and some approximations of this domain with mathematics education. Then, we present a documentary study, whose corpus consists of 20 articles published in journals by researchers from Gpemce from 2009 to 2020. These articles are organised around four thematic categories that are associated with the research lines of the group: teaching and learning mathematics in field education contexts; relationships between curriculum contents, mathematical practices and productive field activities; resources in the teaching of mathematics in field schools and qualification of mathematics teachers of schools in field areas. The study highlights the diversity of educational subjects, themes, and sociocultural contexts contemplated in the research, and points out ways to conduct new investigations that contribute to deepen our understanding of the teaching and learning of mathematics in field schools and initial and continuing teacher education in field education contexts.
{"title":"Mathematics Education in Field Education Contexts","authors":"Aldinete Silvino de Lima, Iranete Maria da Silva Lima, Carlos Eduardo Ferreira Monteiro, Liliane Maria Teixeira Lima de Carvalho","doi":"10.54870/1551-3440.1545","DOIUrl":"https://doi.org/10.54870/1551-3440.1545","url":null,"abstract":"This article approaches the relationship between mathematics education and field education, based on the academic production of the research group on mathematics education in field education contexts (Gpemce) created in 2008 at the Federal University of Pernambuco. After presenting the repercussions and lines of research of the group, we reflect on the roots and principles of field education and some approximations of this domain with mathematics education. Then, we present a documentary study, whose corpus consists of 20 articles published in journals by researchers from Gpemce from 2009 to 2020. These articles are organised around four thematic categories that are associated with the research lines of the group: teaching and learning mathematics in field education contexts; relationships between curriculum contents, mathematical practices and productive field activities; resources in the teaching of mathematics in field schools and qualification of mathematics teachers of schools in field areas. The study highlights the diversity of educational subjects, themes, and sociocultural contexts contemplated in the research, and points out ways to conduct new investigations that contribute to deepen our understanding of the teaching and learning of mathematics in field schools and initial and continuing teacher education in field education contexts.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45960761","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}
{"title":"Mathematic e-textbooks in different didactic configurations","authors":"José Wilson Pereira, Verônica Gitirana","doi":"10.54870/1551-3440.1550","DOIUrl":"https://doi.org/10.54870/1551-3440.1550","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389483","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}
{"title":"Guest Editorial: Brazilian research in Mathematics Education – more to know","authors":"Jonei Cerqueira Barbosa","doi":"10.54870/1551-3440.1554","DOIUrl":"https://doi.org/10.54870/1551-3440.1554","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968287","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}
Thiago Donda Rodrigues, Fernanda Malinosky Coelho da Rosa, Alan Pereira Manoel
The Education for All proposal is an international document substantiating some approved national laws aimed at providing high-quality education for all: peasants, quilombolas, indigenous, landless individuals, women, people with disabilities, among others. However, when it comes to inclusion and School Mathematics , regardless of all advances in the Mathematical Education field, this subject remains formally introduced and taught, it still disregards the concept of teaching all, since it is inaccessible to most students. The aim of the current article is to reason on cultural , normality and difference issues, as well as on practices observed in the School Mathematics that contribute to promote exclusion in school environment. It was done by problematizing three contexts: Special, Afro-Brazilian and Indigenous education, and its inherent inclusion advances and challenges.
{"title":"Exclusion and inclusion processes in Mathematics classrooms: reflections on difference, normality and cultural issues within three different contexts","authors":"Thiago Donda Rodrigues, Fernanda Malinosky Coelho da Rosa, Alan Pereira Manoel","doi":"10.54870/1551-3440.1559","DOIUrl":"https://doi.org/10.54870/1551-3440.1559","url":null,"abstract":"The Education for All proposal is an international document substantiating some approved national laws aimed at providing high-quality education for all: peasants, quilombolas, indigenous, landless individuals, women, people with disabilities, among others. However, when it comes to inclusion and School Mathematics , regardless of all advances in the Mathematical Education field, this subject remains formally introduced and taught, it still disregards the concept of teaching all, since it is inaccessible to most students. The aim of the current article is to reason on cultural , normality and difference issues, as well as on practices observed in the School Mathematics that contribute to promote exclusion in school environment. It was done by problematizing three contexts: Special, Afro-Brazilian and Indigenous education, and its inherent inclusion advances and challenges.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968733","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}
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