"Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization
This article aims to problematize memorization in the teaching of Mathematics from the discourses arising from "psi" knowledge, as is the case with constructivism. Especially the statement that the student is a builder of knowledge and that the teacher should not offer something ready for...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Estadual de Montes Claros
2020-06-01
|
| Series: | Educação Matemática Debate |
| Subjects: | |
| Online Access: | https://doi.org/10.46551/emd.e202022 |
| _version_ | 1797710822666928128 |
|---|---|
| author | Alice Stephanie Tapia Sartori Claudia Glavam Duarte |
| author_facet | Alice Stephanie Tapia Sartori Claudia Glavam Duarte |
| author_sort | Alice Stephanie Tapia Sartori |
| collection | DOAJ |
| description | This article aims to problematize memorization in the teaching of Mathematics from the discourses arising from "psi" knowledge, as is the case with constructivism. Especially the statement that the student is a builder of knowledge and that the teacher should not offer something ready for the student to just memorize, did acquire strength and mobilized new strategies, such as the use of concrete materials in the teaching of Mathematics. Thus, some statements are produced or reinforced by these theories: “the student's prior knowledge must be considered”; “It is necessary to work with emotions in the classroom, replacing fear with the pleasure of learning”; “It is necessary to develop the different types of memory”, among others. The research material comprises 26 copies of the Revista Nova Escola, studied from the analysis of the discourse in a Foucauldian perspective. |
| first_indexed | 2024-03-12T06:57:50Z |
| format | Article |
| id | doaj.art-2773ec28a59046d2b5d1d3a632f9292f |
| institution | Directory Open Access Journal |
| issn | 2526-6136 |
| language | English |
| last_indexed | 2024-03-12T06:57:50Z |
| publishDate | 2020-06-01 |
| publisher | Universidade Estadual de Montes Claros |
| record_format | Article |
| series | Educação Matemática Debate |
| spelling | doaj.art-2773ec28a59046d2b5d1d3a632f9292f2023-09-02T23:56:27ZengUniversidade Estadual de Montes ClarosEducação Matemática Debate2526-61362020-06-01412110.46551/emd.e202022"Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorizationAlice Stephanie Tapia Sartori0https://orcid.org/0000-0002-0442-6645Claudia Glavam Duarte1https://orcid.org/0000-0002-8608-5855Universidade Federal do Rio Grande do SulUniversidade Federal do Rio Grande do SulThis article aims to problematize memorization in the teaching of Mathematics from the discourses arising from "psi" knowledge, as is the case with constructivism. Especially the statement that the student is a builder of knowledge and that the teacher should not offer something ready for the student to just memorize, did acquire strength and mobilized new strategies, such as the use of concrete materials in the teaching of Mathematics. Thus, some statements are produced or reinforced by these theories: “the student's prior knowledge must be considered”; “It is necessary to work with emotions in the classroom, replacing fear with the pleasure of learning”; “It is necessary to develop the different types of memory”, among others. The research material comprises 26 copies of the Revista Nova Escola, studied from the analysis of the discourse in a Foucauldian perspective.https://doi.org/10.46551/emd.e202022memorizationpsi knowledgeconstructivismmathematics education |
| spellingShingle | Alice Stephanie Tapia Sartori Claudia Glavam Duarte "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization Educação Matemática Debate memorization psi knowledge constructivism mathematics education |
| title | "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization |
| title_full | "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization |
| title_fullStr | "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization |
| title_full_unstemmed | "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization |
| title_short | "Psi" knowledge in the discourse of Mathematics Education: rethinking the practices of memorization |
| title_sort | psi knowledge in the discourse of mathematics education rethinking the practices of memorization |
| topic | memorization psi knowledge constructivism mathematics education |
| url | https://doi.org/10.46551/emd.e202022 |
| work_keys_str_mv | AT alicestephanietapiasartori psiknowledgeinthediscourseofmathematicseducationrethinkingthepracticesofmemorization AT claudiaglavamduarte psiknowledgeinthediscourseofmathematicseducationrethinkingthepracticesofmemorization |