Epistemological bases OF THE RELATIONSHIP between culture and mathematics education
Our main intention with this theoretical construct is to understand the mathematics education embedded in the social context to which it belongs and where different groups are present with their beliefs, knowledge, practices that, in turn, are the result of a historical process, in which changes occ...
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
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Universidade Federal do Pará
2011-06-01
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| Series: | Amazônia |
| Subjects: | |
| Online Access: | http://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1691 |
| _version_ | 1818418440622309376 |
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| author | Neivaldo Oliveira Silva Daniele Dorotéia Rocha da Silva |
| author_facet | Neivaldo Oliveira Silva Daniele Dorotéia Rocha da Silva |
| author_sort | Neivaldo Oliveira Silva |
| collection | DOAJ |
| description | Our main intention with this theoretical construct is to understand the mathematics education embedded in the social context to which it belongs and where different groups are present with their beliefs, knowledge, practices that, in turn, are the result of a historical process, in which changes occur and affect most of the different fields ofIcnowledge.In the theoretical construction, we start from a more general picture of the world and society, focusing on the historical and social changes and, at the same time, in changes in the scope of mathematical knowledge. We do this through a historical analysis and, along the way, we seek to understand culture, Mathematics and Mathematics Education, as fields or dimensions present in this broader context of historical changes, and seek to establish relationships between thesefields or areas of knowledge, in the context of their productions. ln seeking to understand "culture", we try not to lose sight of the social dynamics that are established in the contacts between different groups, each with characteristics that involve traditions, artistic manifestations, culinary language, but surrounded by a society that results from a globalization process getting stronger. It is in this broader context that we seek to understand mathematics, as a field of knowledge, making an analysis that goes from its origin as well as its implications with reality and society, so that to the end, we present and discuss the Ethnomathematics as a possible alternative to do or to understand the articulation pointed out. Finally, we extend the discussion to understand the mathematics education, in view of its social integration, and the socialization perspective of the mathematical knowledge. We realized that mathematics education, seen as a field of knowledge and considering the need for socialization of this knowledge, is also the result of practices developed and a comprehensive process of change that has been occurring in the world in its various areas of knowledge |
| first_indexed | 2024-12-14T12:22:43Z |
| format | Article |
| id | doaj.art-2931015d0a014e41b5399f49761d5c90 |
| institution | Directory Open Access Journal |
| issn | 1980-5128 2317-5125 |
| language | Spanish |
| last_indexed | 2024-12-14T12:22:43Z |
| publishDate | 2011-06-01 |
| publisher | Universidade Federal do Pará |
| record_format | Article |
| series | Amazônia |
| spelling | doaj.art-2931015d0a014e41b5399f49761d5c902022-12-21T23:01:26ZspaUniversidade Federal do ParáAmazônia1980-51282317-51252011-06-017012210.18542/amazrecm.v7i0.1691919Epistemological bases OF THE RELATIONSHIP between culture and mathematics educationNeivaldo Oliveira Silva0Daniele Dorotéia Rocha da Silva1Universidade Federal do Pará (UFPA)Universidade Federal do Pará (UFPA)Our main intention with this theoretical construct is to understand the mathematics education embedded in the social context to which it belongs and where different groups are present with their beliefs, knowledge, practices that, in turn, are the result of a historical process, in which changes occur and affect most of the different fields ofIcnowledge.In the theoretical construction, we start from a more general picture of the world and society, focusing on the historical and social changes and, at the same time, in changes in the scope of mathematical knowledge. We do this through a historical analysis and, along the way, we seek to understand culture, Mathematics and Mathematics Education, as fields or dimensions present in this broader context of historical changes, and seek to establish relationships between thesefields or areas of knowledge, in the context of their productions. ln seeking to understand "culture", we try not to lose sight of the social dynamics that are established in the contacts between different groups, each with characteristics that involve traditions, artistic manifestations, culinary language, but surrounded by a society that results from a globalization process getting stronger. It is in this broader context that we seek to understand mathematics, as a field of knowledge, making an analysis that goes from its origin as well as its implications with reality and society, so that to the end, we present and discuss the Ethnomathematics as a possible alternative to do or to understand the articulation pointed out. Finally, we extend the discussion to understand the mathematics education, in view of its social integration, and the socialization perspective of the mathematical knowledge. We realized that mathematics education, seen as a field of knowledge and considering the need for socialization of this knowledge, is also the result of practices developed and a comprehensive process of change that has been occurring in the world in its various areas of knowledgehttp://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1691epistemologiarelaçõesculturamatemáticaetnomatemáticahistóriaeducação matemáticarealidadesociedade |
| spellingShingle | Neivaldo Oliveira Silva Daniele Dorotéia Rocha da Silva Epistemological bases OF THE RELATIONSHIP between culture and mathematics education Amazônia epistemologia relações cultura matemática etnomatemática história educação matemática realidade sociedade |
| title | Epistemological bases OF THE RELATIONSHIP between culture and mathematics education |
| title_full | Epistemological bases OF THE RELATIONSHIP between culture and mathematics education |
| title_fullStr | Epistemological bases OF THE RELATIONSHIP between culture and mathematics education |
| title_full_unstemmed | Epistemological bases OF THE RELATIONSHIP between culture and mathematics education |
| title_short | Epistemological bases OF THE RELATIONSHIP between culture and mathematics education |
| title_sort | epistemological bases of the relationship between culture and mathematics education |
| topic | epistemologia relações cultura matemática etnomatemática história educação matemática realidade sociedade |
| url | http://www.periodicos.ufpa.br/index.php/revistaamazonia/article/view/1691 |
| work_keys_str_mv | AT neivaldooliveirasilva epistemologicalbasesoftherelationshipbetweencultureandmathematicseducation AT danieledoroteiarochadasilva epistemologicalbasesoftherelationshipbetweencultureandmathematicseducation |