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":null,"pages":null},"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}
N. J. Spence, Rachel K. Anderson, Sherryse L. Corrow, Susan A. Dumais, L. Dierker
{"title":"Passion-Driven Statistics: A course-based undergraduate research experience (CURE)","authors":"N. J. Spence, Rachel K. Anderson, Sherryse L. Corrow, Susan A. Dumais, L. Dierker","doi":"10.54870/1551-3440.1575","DOIUrl":"https://doi.org/10.54870/1551-3440.1575","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70969027","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":"A tribute in honor of Ubiratan D’Ambrósio’s life and legacy","authors":"Jonei Cerqueira Barbosa","doi":"10.54870/1551-3440.1541","DOIUrl":"https://doi.org/10.54870/1551-3440.1541","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46966037","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}
Lilian Aragão da Silva, Andréia Maria Pereira de Oliveira
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。
{"title":"Power relations and the negotiation of meanings in a Community of Practice in the field of Mathematics Education","authors":"Lilian Aragão da Silva, Andréia Maria Pereira de Oliveira","doi":"10.54870/1551-3440.1556","DOIUrl":"https://doi.org/10.54870/1551-3440.1556","url":null,"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.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968555","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}
The objective of this article is to discuss actions of agency by analyzing the practices and conceptions of a mathematics teacher working in the municipal school system of Valinhos, state of São Paulo, while teaching statistics and probability to students in the final years of elementary school. The concept of agency is related to transformative capacity and refers to the power of the individual over the context in which they are inserted. The concept of agency is significant for teacher education and is linked to critical professional development, as criticality is essential for people’s transformation processes. This study adopted principles of (auto) biographical research, which view narratives as training and self-training practices. Through spoken and written narratives given by a teacher who participated in a collaborative study group, discussions about the way she develops her practices and the factors that most influence her decision-making are examined.
{"title":"Agency and criticality in statistics teaching practices: the account of a teacher","authors":"Celi Espasandin Lopes, Nathalia Tornisiello Scarlassari","doi":"10.54870/1551-3440.1558","DOIUrl":"https://doi.org/10.54870/1551-3440.1558","url":null,"abstract":"The objective of this article is to discuss actions of agency by analyzing the practices and conceptions of a mathematics teacher working in the municipal school system of Valinhos, state of São Paulo, while teaching statistics and probability to students in the final years of elementary school. The concept of agency is related to transformative capacity and refers to the power of the individual over the context in which they are inserted. The concept of agency is significant for teacher education and is linked to critical professional development, as criticality is essential for people’s transformation processes. This study adopted principles of (auto) biographical research, which view narratives as training and self-training practices. Through spoken and written narratives given by a teacher who participated in a collaborative study group, discussions about the way she develops her practices and the factors that most influence her decision-making are examined.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968681","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}
Kristin P. Bennett, John S. Erickson, Amy Svirsky, Josephine C. Seddon
This paper reports on Data Analytics Research (DAR), a course-based undergraduate research experience (CURE) in which undergraduate students conduct data analysis research on open real-world problems for industry, university, and community clients. We describe how DAR, offered by the Mathematical Sciences Department at Rensselaer Polytechnic Institute (RPI), is an essential part of an early low-barrier pipeline into data analytics studies and careers for diverse students. Students first take a foundational course, typically Introduction to Data Mathematics, that teaches linear algebra, data analytics, and R programming simultaneously using a project-based learning (PBL) approach. Then in DAR, students work in teams on open applied data analytics research problems provided by the clients. We describe the DAR organization which is inspired in part by agile software development practices. Students meet for coaching sessions with instructors multiple times a week and present to clients frequently. In a fully remote format during the pandemic, the students continued to be highly successful and engaged in COVID-19 research producing significant results as indicated by deployed online applications, refereed papers, and conference presentations. Formal evaluation shows that the pipeline of the single on-ramp course followed by DAR addressing real-world problems with societal benefits is highly effective at developing students' data analytics skills, advancing creative problem solvers who can work both independently and in teams, and attracting students to further studies and careers in data science.
{"title":"A Mathematics Pipeline to Student Success in Data Analytics through Course-Based Undergraduate Research","authors":"Kristin P. Bennett, John S. Erickson, Amy Svirsky, Josephine C. Seddon","doi":"10.54870/1551-3440.1573","DOIUrl":"https://doi.org/10.54870/1551-3440.1573","url":null,"abstract":"This paper reports on Data Analytics Research (DAR), a course-based undergraduate research experience (CURE) in which undergraduate students conduct data analysis research on open real-world problems for industry, university, and community clients. We describe how DAR, offered by the Mathematical Sciences Department at Rensselaer Polytechnic Institute (RPI), is an essential part of an early low-barrier pipeline into data analytics studies and careers for diverse students. Students first take a foundational course, typically Introduction to Data Mathematics, that teaches linear algebra, data analytics, and R programming simultaneously using a project-based learning (PBL) approach. Then in DAR, students work in teams on open applied data analytics research problems provided by the clients. We describe the DAR organization which is inspired in part by agile software development practices. Students meet for coaching sessions with instructors multiple times a week and present to clients frequently. In a fully remote format during the pandemic, the students continued to be highly successful and engaged in COVID-19 research producing significant results as indicated by deployed online applications, refereed papers, and conference presentations. Formal evaluation shows that the pipeline of the single on-ramp course followed by DAR addressing real-world problems with societal benefits is highly effective at developing students' data analytics skills, advancing creative problem solvers who can work both independently and in teams, and attracting students to further studies and careers in data science.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968876","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":"Employing College Geometry in Real-Life Settings","authors":"Tetyana Berezovski","doi":"10.54870/1551-3440.1582","DOIUrl":"https://doi.org/10.54870/1551-3440.1582","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70969088","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}
Jaqueline de Souza Pereira Grilo, Jonei Cerqueira Barbosa
{"title":"It is necessary to know a specific mathematics to teach mathematics","authors":"Jaqueline de Souza Pereira Grilo, Jonei Cerqueira Barbosa","doi":"10.54870/1551-3440.1547","DOIUrl":"https://doi.org/10.54870/1551-3440.1547","url":null,"abstract":"","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47867972","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}
This study investigates 48 preservice middle school teachers’ formal textbook definitions, formulas, and graphs of the directly and inversely proportional relationships. The connections among these three types of representations and how preservice teachers’ representations differ according to the two relationships are also examined. The data of the study included the preservice teachers’ responses to a paper-and-pencil test with two items. An explanatory research design model was followed when developing this study. The study findings indicated the preservice teachers’ over-attention to the simultaneous increases and/or decreases when representing the directly and inversely proportional relationships. Only four preservice teachers stated in their definitions that the ratio was constant in the directly proportional relationship. Whereas none of them stated constant product in their inversely proportional definition. Although the preservice teachers were slightly better at writing the direct proportion formula than the inverse proportion formula, this difference was much greater in terms of drawing the direct and inverse proportion graphs. Sixty percent of the preservice teachers drew their inverse proportion graphs as linear with negative slopes. Moreover, the analysis showed that the preservice teachers’ definitions were not well-linked with their graphs and formulas. On the other hand, the preservice teachers who were better at providing correct formulas were also better at drawing the correct graphs. Implications for teaching and future study suggestions are discussed.
{"title":"Investigating Preservice Mathematics Teachers’ Definitions, Formulas, and Graphs of Directly and Inversely Proportional Relationships","authors":"Muhammet Arıcan, Yasemin Kiymaz","doi":"10.54870/1551-3440.1566","DOIUrl":"https://doi.org/10.54870/1551-3440.1566","url":null,"abstract":"This study investigates 48 preservice middle school teachers’ formal textbook definitions, formulas, and graphs of the directly and inversely proportional relationships. The connections among these three types of representations and how preservice teachers’ representations differ according to the two relationships are also examined. The data of the study included the preservice teachers’ responses to a paper-and-pencil test with two items. An explanatory research design model was followed when developing this study. The study findings indicated the preservice teachers’ over-attention to the simultaneous increases and/or decreases when representing the directly and inversely proportional relationships. Only four preservice teachers stated in their definitions that the ratio was constant in the directly proportional relationship. Whereas none of them stated constant product in their inversely proportional definition. Although the preservice teachers were slightly better at writing the direct proportion formula than the inverse proportion formula, this difference was much greater in terms of drawing the direct and inverse proportion graphs. Sixty percent of the preservice teachers drew their inverse proportion graphs as linear with negative slopes. Moreover, the analysis showed that the preservice teachers’ definitions were not well-linked with their graphs and formulas. On the other hand, the preservice teachers who were better at providing correct formulas were also better at drawing the correct graphs. Implications for teaching and future study suggestions are discussed.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70968603","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}
Filipe Santos Fernandes, Victor Giraldo, Diego Matos
In this article, we present a decolonial stance in Mathematics Education, which is not understood as a qualification attributed to particular actions or practices as opposed to others, nor as a tendency that theoretically or methodologically constrains research production, but as a political and epistemic position of permanent transgression and insurgency concerning the patterns of world power established by the myth of Western modernity. From this understanding and towards a political agenda in Mathematics Education, we propose, with no pretensions of totality, a set of situated actions: in Mathematics, in its ontological, epistemological and methodological perspectives, problematizing the naturalization of practices and conceptions on the discipline and its teaching, and setting it in a movement of political-epistemic disobedience; in collective memories linked to Mathematics and Mathematics Education, deconstructing Eurocentric narratives which invibilize bodies, knowledges, and ways of being in the world; in Mathematics teachers’ education processes, incorporating and acknowledging the protagonism of other subjects, territories, and their knowledges.
{"title":"The Decolonial Stance in Mathematics Education: pointing out actions for the construction of a political agenda","authors":"Filipe Santos Fernandes, Victor Giraldo, Diego Matos","doi":"10.54870/1551-3440.1543","DOIUrl":"https://doi.org/10.54870/1551-3440.1543","url":null,"abstract":"In this article, we present a decolonial stance in Mathematics Education, which is not understood as a qualification attributed to particular actions or practices as opposed to others, nor as a tendency that theoretically or methodologically constrains research production, but as a political and epistemic position of permanent transgression and insurgency concerning the patterns of world power established by the myth of Western modernity. From this understanding and towards a political agenda in Mathematics Education, we propose, with no pretensions of totality, a set of situated actions: in Mathematics, in its ontological, epistemological and methodological perspectives, problematizing the naturalization of practices and conceptions on the discipline and its teaching, and setting it in a movement of political-epistemic disobedience; in collective memories linked to Mathematics and Mathematics Education, deconstructing Eurocentric narratives which invibilize bodies, knowledges, and ways of being in the world; in Mathematics teachers’ education processes, incorporating and acknowledging the protagonism of other subjects, territories, and their knowledges.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44236813","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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