Sobre condição judáica e matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A influência da matemática nas regras para a direção do espírito e em o discurso do método

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Uma história da matemática escolar desenvolvida por comunidades de origem alemã no Rio Grande do Sul no final do século XIX e início do século XX

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Cuidado de si e a educação matemática: perspectivas, reflexões e práticas de atores sociais (1925-1945)

Pós-graduação em Educação Matemática - IGCE

Educação matemática e totalidade: um estudo crítico epistemológico

Pós-graduação em Educação Matemática - IGCE

A modelagem matemática e a realidade do mundo cibernético

Pós-graduação em Educação Matemática - IGCE

Por que anarquizar o ensino de matemática intervindo em questões socioambientais?

Pós-graduação em Educação Matemática - IGCE

Educação matemática na educação profissional de nível médio: análise sobre possibilidades de abordagens interdisciplinares

In this article we aim to broaden the discussion about mathematical education of students of Middle Level Professional Education in Brazil (EPTNM), focusing on the issue of interdisciplinarity, emphasized in official documents as one of the organizing axes of the curriculum for this type of education. Studies in this field are justified by the growth of this modality in the Brazilian educational system, as well as the lack of specific investigations in the field of Mathematics Education about it. Our research is guided by the questions: Can the adoption of an interdisciplinary approach to organizing the curriculum contribute to building links between technical professional education and the more academic education characteristic of Middle Level education? What are its potentialities for promoting more meaningful learning of mathematical content in this type of education? We conclude that the superficiality with which the theme of interdisciplinarity has been handled, and the lack of contextualization in other research related to it in mathematics education, are some of the reasons for not implementing the idea successfully. In this article, we discuss the contribution of different authors who research the theme and include proposals to explore Ethnomathematics and Modeling as possibilities for curriculum enrichment of the EPTNM, linking different areas of knowledge and contextualizing math in the reality of the world of work.

História da educação e literatura: possibilidades de relações

In the last decades of the 20th Century, the History of the Education, as well as that of Mathematical Education have used the background of the New History and Cultural History. It has changed its objects, methods and sources. Despite the diversification of sources, some of them have still not been used systematically in research. This is the situation with regard to fiction texts. According to Lajolo (1997), literature is the radar and mirror of the values, emotions, feelings and point of view of societies. Therefore we can pose questions to literary texts to seek historical narratives. In this paper, parts of the literary texts Novelas Paulistanas and Memórias de um Sargento de Milícias have led us to historical research in secondary sources. We aim to contribute to understanding of the Brazilian Empire's process of school education, in Rio de Janeiro, and of the FirstRepublic's educational process, in São Paulo.

Narrativas de Práticas Pedagógicas de Professoras que Ensinam Matemática na Educação Infantil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Atividades exploratório-investigativas em sala de aula de cálculo I com uso de tecnologia

This study presents the results from a qualitative resource, based on research-action methodology, which examined the innovate teaching practices implementations in the Calculus I during 2011 year. The analysis of collected data from three used sources – an initial questionnaire, an exploratory-investigative classroom, and an interview with some students at the end of the second semester – reveals that the students had appropriated of the technological recourses, using it as a tool to look for the knowledge. The investigative activities with the use of information technologies made the use of multiple representations in solving mathematical tasks, making the transition of numerical, algebraic and geometrical results possible for the students when they have looking for validation of their hypotheses and conjectures during mathematical problems solving. This works helped in the insertion of new practices in the discipline, and their results validate the proposal presented by the teacher, which is the discipline of Calculus use, whose character is strongly linked to the training content of the student, as a discipline whose can contributed to the pedagogical formation of the graduation student, leading him to know the Mathematical Education possibilities, specially the Mathematical Investigation - Solving Problems, in the outlook of dialogued classes where the teacher assumes the facilitator role and where the students become actives in their pursuit of knowledge

O processo constitutivo da Resolução de Problemas como uma temática da pesquisa em Educação Matemática: um inventário a partir de documentos dos ICMEs

Pós-graduação em Educação Matemática - IGCE

Dispositivo estratégico, resistência e relações de poder: um ensaio sobre a identidade do Centro de Educação Matemática (CEM) e seu papel na (E)educação (M)matemática brasileira

This paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as "strategic device", "resistance" and "power relations", the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.

Minha terra tem palmeiras onde canta o sabiá...: sobre o Projeto Inajá e a formação de professores no médio Araguaia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)