Etnomatemática e formação de professores: no meio do caminho (da sala de aula) há impasses

 

محفوظ في:
التفاصيل البيبلوغرافية
المؤلف: Santos Domite, Maria do Carmo
التنسيق: artículo original
الحالة:Versión publicada
تاريخ النشر:2013
الوصف:The intention here is to look back for a retrospective consideration of the problems and solutions at the crossroads of the paths between teacher preparation and ethnomath, as well as the positioning of a few problems on their interaction. Upon making such reflections, it was perceived that we need to focus on three proposals for change in the development of ways to prepare teachers from an ethnomathematical perspective. First there is the fact that there are many problem situations and solutions in the out of school context that the math that we learn in the school context does not let us perceive. Second, directly connected to the first, when we perceive such problem situations the construction of a bridge between the set of ideas (math) and that which is systematized for the school is put at risk because of the interactions between thought and emotion. Third is the need to reflect as teachers and teachers of math on another prerequisite notion, as what the “other” knows, whatever the logic/rationality and in terms of such construction.
البلد:Portal de Revistas UCR
المؤسسة:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
اللغة:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/10563
الوصول للمادة أونلاين:https://revistas.ucr.ac.cr/index.php/cifem/article/view/10563
كلمة مفتاحية:etnomatemática
formação de professores
conhecimento primeiro
valor
contexto não escolar
diversidade cultural
etnomath
teacher preparation
values
out of school context
cultural diversity