Os ateliês (auto)formativos na constituição do sujeito docente da educação matemática

The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education

Os jogos com regras na perspectiva do desenho universal: contribuições à educação matemática inclusiva

To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education

Um Ensaio Sobre História Oral e Educação Matemática: pontuando princípios e procedimentos

Recently, we can perceive an intensification of assignments developed into Mathematical Education with the use of oral history as a research methodology. In this article, facing the living experiences during the preparation of our Phd tasks and later, when we had the role of advisors of scientific papers and of Postgraduate students in their researches also using the same methodology, we discussed the implication of ethics, mathematical education and oral history. Furthermore, we enunciated possibilities of the posture of the researcher before interviews, texts and iconography - photos and several images-provided by collaborators of our projects on Oral history and Mathematical Education.

Contribuições da CADES para a Educação (Matemática) Secundária no Brasil: uma Descrição da Produção Bibliográfica (1953-1971)

The so called Campaign for the Improvement and Diffusion of High School (in Portuguese, CADES) took place between 1953 and 1971, in Brazil. During this period, the Campaign published or helped publish dozens of books, in different teaching areas, and several of them were located by the authors of this article. These books guided high school teachers with respect to curriculum planning, legal aspects and methods of teaching. In this article, we contextualize historically this Campaign and also mention its objectives. We briefly describe some of the books found - especially those related to the teaching of mathematics - in order to open perspectives for future approaches and research that can be done based on this written material. Our main aim is to discuss its orientations and to provide ingredients that enable the construction of considerations related to this perspective of training mathematics teachers during a period when there were few colleges and universities to prepare teachers in Brazil.

Avaliação de Interações entre Professor e Alunos na Educação Matemática: ensino e aprendizagem de recursos pedagógicos

The aim of this paper is to discuss the teachers' need, as autonomous professionals, to evaluate their own pratice. Considering that Descriptive Functional Analysis (DFA) may be a pedagogical method for analysis, implementation, and change of teachers' mathematics teaching practices, the objective of the present research was to teach repertoires compatible with DFA to two mathematics teachers in elementary schools of São Paulo state. When teachers are responsible for evaluation and self evaluation, they recognize themselves as fundamental agents of transformation in education.

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended

Pesquisas em Modelagem Matemática e diferentes tendências em Educação e em Educação Matemática

Esse artigo é um ensaio teórico que tem como objetivo apresentar, a partir de uma revisão da literatura sobre Modelagem Matemática, como algumas tendências em Educação e em Educação Matemática são tratadas em pesquisas acadêmicas, assim como salientar alguns dos principais suportes teóricos utilizados nesses estudos, a saber, Educação Matemática Crítica, Interesse, Interdisciplinaridade e Contextualização. Um panorama das pesquisas realizadas em Modelagem no território nacional, relacionadas a outras tendências educacionais, é traçado, do mesmo modo que alguns dos principais referenciais teóricos abordados pela maioria dos autores das mesmas são apresentados. São apontadas perspectivas futuras de pesquisas, e é destacada a necessidade da continuidade do debate teórico acerca dessas temáticas.

Análise Narrativa em Trabalhos de História da Educação Matemática: algumas considerações

This paper presents some reflections on the use of narrative analysis as a possible approach to study the History of (Mathematics) Education, mainly to interpret historical situations and biographical data. Its perspective is linked to Walter Benjamin's ideas about the figure of the narrator and how the dialogue between narrator and historian can be seen. Following the perspective of another author, Benedito Nunes, we try to establish relations among narratives, fiction and historiography, also highlighting the ideas of Jorge Larrosa regarding the transmission of experiences. Finally, our focus is turned to Antonio Bolivar and his alternative statements about why and how analysis of investigations, in which narratives are the main source of data, can be done.

História na Educação Matemática – um estudo sobre trabalhos publicados no Brasil nos últimos cinco anos

In this paper we report a study on research in the field of History in Mathematics Education conducted in Brazil in the last five years. We evaluate studies that are theoretical or report experiences on the support found in history that can contribute to the situations of teaching and learning of mathematics, based on the Proceedings of Seminarios Nacionais de Historia da Matematica and Encontros Luso-Brasileiros de Historia da Matematica. Examining the interests, directions and focus of research in the field, we found that the vast majority of studies address specific issues of History of Mathematics, and the number of studies on History in Mathematics Education is still very low. We note that, in the last five years, the arguments in favor of the teaching potential of the History of Mathematics, which is very present in the speech of teachers and managers of public education, has not yet been materialized in experiments or investigations to promote this link effectively.