Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools

Detalhes bibliográficos
Autor(a) principal: Moura-Silva, Marcos Guilherme
Data de Publicação: 2020
Outros Autores: de Oliveira Souza, Rayza, Oliver Gonçalves, Tadeu, Braga Borges, Ruy Guilherme
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879
Resumo: ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.
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spelling Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsRealistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsEducación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas ruralesRealistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsEducação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campoABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo.   Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools                     ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education.   Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados ​​en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró ​​un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo.Universidade Federal do Tocantins2020-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/787910.20873/uft.rbec.e7879Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e7879Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e78792525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16833https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16834https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16835https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16836Copyright (c) 2020 Marcos Guilherme Moura-Silva, Rayza de Oliveira Souza, Tadeu Oliver Gonçalves, Ruy Guilherme Braga Borgesinfo:eu-repo/semantics/openAccessMoura-Silva, Marcos Guilhermede Oliveira Souza, Rayza Oliver Gonçalves, Tadeu Braga Borges, Ruy Guilherme2020-08-10T16:14:02Zoai:ojs.revista.uft.edu.br:article/7879Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-08-10T16:14:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
Educação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campo
title Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
spellingShingle Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
Moura-Silva, Marcos Guilherme
title_short Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
title_full Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
title_fullStr Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
title_full_unstemmed Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
title_sort Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
author Moura-Silva, Marcos Guilherme
author_facet Moura-Silva, Marcos Guilherme
de Oliveira Souza, Rayza
Oliver Gonçalves, Tadeu
Braga Borges, Ruy Guilherme
author_role author
author2 de Oliveira Souza, Rayza
Oliver Gonçalves, Tadeu
Braga Borges, Ruy Guilherme
author2_role author
author
author
dc.contributor.author.fl_str_mv Moura-Silva, Marcos Guilherme
de Oliveira Souza, Rayza
Oliver Gonçalves, Tadeu
Braga Borges, Ruy Guilherme
description ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-29
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879
10.20873/uft.rbec.e7879
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879
identifier_str_mv 10.20873/uft.rbec.e7879
dc.language.iso.fl_str_mv por
eng
language por
eng
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16834
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16835
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16836
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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application/pdf
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e7879
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e7879
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
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instname_str Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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