PRÁTICAS DA MATEMÁTICA MODERNA NO CURSO DE LICENCIATURA: uma perspectiva histórico-cultural
The present paper, which starts from the research that has been developed in the Pos Graduation course - Master in Education - Pontifícia Católica do Paraná, aims at understanding the objectives of modern mathematics practice in the mathematics teaching degree course, which is developed in a public...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Editora Universitária Champagnat - PUCPRESS
2008-01-01
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| Series: | Revista Diálogo Educacional |
| Online Access: | http://www.redalyc.org/articulo.oa?id=189117303006 |
| Summary: | The present paper, which starts from the research that has been developed in the Pos Graduation course - Master in Education - Pontifícia Católica do Paraná, aims at understanding the objectives of modern mathematics practice in the mathematics teaching degree course, which is developed in a public institution of higher education, in Paraná state, class 1970-1973, period in which the movement of modern mathematics was in its plenitude and expansion in the teaching degree courses, in Brazil. The study, with an historical approach, makes use of concepts from cultural history, the ones that are referred in Chervel (1990), Certeau (1989) and Julia (2001). The pedagogical practices of modern mathematics, faced in the mentioned course, were characterized by the data obtained in the files of the institution, in curricular documents, which were provided by graduating students, ex students, containing notes from classes, contents and exercises developed during the class of Fundamental Elementary Mathematics, besides ex students testimonies. In the analysis, the focus is on the contents of modern mathematics chosen by the professor, the bibliography recommended to the graduating students, the didactic material used in the classes and the methodological-didactic procedures. The previous analyses show that the modern mathematics was introduced in the teaching degree course through the discipline named Fundamental Elementary Mathematics, guided by an instructional conception of mathematics learning, and searching for passing on and enlarging the understanding of modern mathematics contents which were brought by the movement, contributing to a better teaching performance of the graduating students, professors who were already working in the elementary and high schools, in Paraná state. |
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| ISSN: | 1518-3483 1981-416X |