Célia Maria Carolino Pires

Organização curricular da matemática no Ensino Médio: a recursão como critério

This theoretical essay aims at stimulating discussions on the mathematics curriculum in Brazilian high schools, through the presentation of research results that converge on the necessity of breaking the linear organizational paradigm, as illustrated by the metaphor of the bucket, building and chain links. To overcome this model, we present three other metaphors - the spiral curriculum, net- work curriculum and fractal curriculum. They express relatively new ways of conceiving knowledge in a postmodern perspective and influenced by complexity theory. We analyze recursion as a criterion of the organizational mathematics curriculum, contemplating what we name inter- and intra-mathe- matical aspects. We conclude that the mathematical content can gain more meaning when contextual- ized widely in other disciplines and other blocks of content and referencing issues already studied in previous series, but in new contexts and situations are more complex.

Mestrado profissional e o desenvolvimento profissional do professor de matemática

This article present the results of research conducted on a course for Professional Masters in Mathematics Education, implemented in 2002, in college PUC/SP. In its history, changes occurred, but the timely dissemination of this experience is a way to contribute to the discussion about the professional development of teachers, and this type of postgraduate study. It is a case study in order to illustrate the discussion of a topic, and has a descriptive approach. Data were collected from documents in the course their development, interviews with students, and a survey of the first 100 candidates on conclusion. Analyses of the data indicate that teacher training is a process that involves incursions into different fields of knowledge, it is important to adopt the concept of the teacher as researcher, and make possible the development of research practice that relates to teaching.

Brazilian Mathematics Education in High School

The aim of this chapter is to share with the national and the international academic community an overview of Brazilian mathematics education research, based on the papers approved and presented at the International Seminars on Research in Mathematics Education (SIPEM) by the Working Group Mathematics Education in High School (WG03). Aimed originally at creating a space that would gather research addressing this level of basic schooling in Brazil (students from 15 to 17 years old), in this chapter the group resumes its trajectory. To present and analyze the results of the research studies, we organized the themes in three axes, namely: Teaching and Learning; Curriculum and Curricular Materials; Youth and Adult Education (EJA), Special Education, Professional Training and Teacher Training. We concluded that the studies associated with the Teaching-Learning axis were responsible for more than 60% of the presentations in these events. However, in the last three editions, the studies associated with Curriculum and Curricular Materials and with EJA, Special Education, Professional and Teacher Training axes divided the attention, especially in the last SIPEM, where presentations involving the Curriculum theme gained more space. We conclude the chapter by suggesting that the groups involved in research about high school investigate some paramount questions the debates have missed so far.

Impactos de materiais curriculares na prática do professor que ensina Matemática nos anos iniciais

O artigo tem como objetivo discutir os impactos de materiais curriculares causados na pratica de duas professoras dos anos iniciais que ensinam Matematica, com enfoque no bloco Espaco e Forma. Para embasar nossa analise utilizamos os estudos de Brown (2009) e Mcclain et al. (2009), a fim de compreender as relacoes estabelecidas entre professores e materiais curriculares e os impactos do contexto institucional. Por meio das observacoes das aulas e entrevistas, foi possivel perceber que as professoras utilizam materiais de diferentes modos, reproduzem, adaptam e criam situacoes. Destacamos que os materiais podem ser ferramentas de apoio importantes para a pratica dos professores, entretanto o uso do material e influenciado pelos recursos do professor e pelo contexto institucional. Assim, entendemos que para obtermos resultados de qualidade no uso de materiais e importante que o professor conheca as concepcoes do material e os conteudos abordados.