Vinício de Macedo Santos

A matemática escolar, o aluno e o professor: paradoxos aparentes e polarizações em discussão

This article characterizes and discusses issues which are vital concerns and actions for a mathematics teacher, such as conceptions of mathematical knowledge, teaching and learning, the relation between content and teaching methodology, the relation between individual and group work, and others. These issues have been central in teacher training and mathematics teaching activities, taking on a character of incompatible duality, or of apparent paradoxes with implications on teaching and learning. It is considered undesirable reductionism to prioritize one of the poles, or to take a multipolar stand without clarifying and understanding the epistemological problem underlying possible antagonism. Questioning some of the myths rooted in our teacher ideology may mean a reflection that will clear our doubts about difficulties established in mathematics teaching and also indicate ways to eliminate them.

Um olhar sobre a cultura

This article aims to discuss multiple cultural meanings as well as the necessity for taking culture into account among others to reflect on issues related to such ideas as power, resistance and politics, which do not originate from curriculum theories rather than drawn on by them. The importance of culture is to be highlighted under discussion of contemporaneity issues based on the premise that culture comprises of significance systems which provide a sense of meaning for human actions, therefore, they might be ours or otherwise. It can, thus, be inferred that any social action is also cultural and that, consequently, social practices that express, communicate and produce meaning are discursive practices of significance. Ideas of authors who investigate the thematic curriculum are borrowed to support the relevance of culture in discussions centered on education, school, course units, relations of power, resistance and politics

A MATEMÁTICA E O LUGAR DO PROFESSOR NOS ANOS INICIAIS: O PONTO DE VISTA DOS ALUNOS DA PEDAGOGIA

The present paper investigates the process of knowledge building of Pedagogy students in relation to the nature of mathematical knowledge and to being a mathematics teacher in the early years of the elementary school. It is a qualitative, analytical-descriptive and longitudinal research which was held in the period 2007-2010, with Pedagogy students of Faculdade de Ciencias e Tecnologia da UNESP (College of Science and Technology of UNESP), in Presidente Prudente, a city in the west region of the state of Sao Paulo. The development of this research involved the use of a support questionnaire for the choice of the subjects of the course of Pedagogy and the application of semistructured interviews at the end of each year, 2007, 2008, 2009 and 2010. The results were analyzed from a frame of reference about the natures of mathematical knowledge and teachers’ knowledge and show the changes of opinions of the subjects during the initial formation. In each year they were interviewed, the subjects, from reflection on their experiences as students in basic education, rebuild their knowledge through the influence of different disciplines studied on the course. The interviewed subjects show an approximation of the view of the mathematical knowledge as human built, a predominant concern with the teacher-student relation and the ability to suggest methodology of teaching. At the end of the course, they claim that although they do not have complete domain of some mathematical concepts, the relationship with the mathematical knowledge has improved and they fell more confident and prepared to teach Mathematics.

O processo histórico de disciplinarização da Metodologia do Ensino de Matemática

Abstract Since the early decades of the 20 th century, one can note the presence of a disciplinewhose constitution, operation and objectives are aimed at teaching how to teachmathematics . Historically, the course Methodology of Mathematics Teaching hasappeared in university programs aimed at preparing mathematics teachers under variousdifferent names. Throughout such changes, the backgrounds and features of that coursehave been changing. Using a research methodology based on documental analyses andoral history, and as a theoretical reference the studies of Andre Chervel (1990), the goalof this study was to understand the historical process of disciplinarization of theMethodology of Mathematics Teaching in undergraduate courses to prepare mathematicsteachers in public universities in the state of Sao Paulo (USP, UNICAMP and UNESP-Rio Claro), seeking to understand the origin and the historical development of thatcourse, identifying contents and methods proposed as well as the changes the coursehas undergone.

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.