REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350 |
Resumo: | Only recently has the semiotic approach become more acceptable or common in mathematics education research and analysis and has gradually disconcerted the Platonic foundation of mathematical objects. In fact it has become increasingly evident that the meanings of concepts develop in the social relationships. The objective is to present the reasons for the use of the semiotic approach in mathematical education. We are arguing, in fact, that the crystallization of mathematical concepts limits creativity and distances school learning from the day to day practices. In theoretical research, questions are addressed such as What is the x in this equation?, evidencing a part of the work of Frege and Benacerraf, with more appreciation to the Peirce’s Semiotic. Illustrative and important examples of such a perspective are presented. For example, the complementarity between text and diagram offers opportunities of critical reflections about the expected results of education in mathematics. Therefore, to think semiotically is to recognize that all knowledge is dynamic, despite being constructed through signs, implying responsibilities, either in choosing the strategy defined for each problem situation, or in identifying the meanings according to the given references and the interactions with the world. |
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REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATIONEducação MatemáticaFilosofia da MatemáticaSemióticaMatemática.Only recently has the semiotic approach become more acceptable or common in mathematics education research and analysis and has gradually disconcerted the Platonic foundation of mathematical objects. In fact it has become increasingly evident that the meanings of concepts develop in the social relationships. The objective is to present the reasons for the use of the semiotic approach in mathematical education. We are arguing, in fact, that the crystallization of mathematical concepts limits creativity and distances school learning from the day to day practices. In theoretical research, questions are addressed such as What is the x in this equation?, evidencing a part of the work of Frege and Benacerraf, with more appreciation to the Peirce’s Semiotic. Illustrative and important examples of such a perspective are presented. For example, the complementarity between text and diagram offers opportunities of critical reflections about the expected results of education in mathematics. Therefore, to think semiotically is to recognize that all knowledge is dynamic, despite being constructed through signs, implying responsibilities, either in choosing the strategy defined for each problem situation, or in identifying the meanings according to the given references and the interactions with the world.Revista Prática Docente2019-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMatemáticaMatemáticaMatemáticaapplication/pdfapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/35010.23926/RPD.2526-2149.2019.v4.n1.p24-41.id350Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 1 (2019): Janeiro a Junho de 2019; 24-41Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 1 (2019): Janeiro a Junho de 2019; 24-41Revista Prática Docente; v. 4 n. 1 (2019): Janeiro a Junho de 2019; 24-412526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTengporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/164http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/165http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/292Copyright (c) 2019 A Revista Prática Docente tem o direito de primeira publicaçãoinfo:eu-repo/semantics/openAccessOtte, Michael FriedrichSantana, Geslane Figueiredo da SilvaPaula, Luciene deBarros, Luiz Luiz Gonzaga Xavier de2020-01-27T10:12:19Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/350Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2020-01-27T10:12:19Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
title |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
spellingShingle |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION Otte, Michael Friedrich Educação Matemática Filosofia da Matemática Semiótica Matemática. |
title_short |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
title_full |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
title_fullStr |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
title_full_unstemmed |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
title_sort |
REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION |
author |
Otte, Michael Friedrich |
author_facet |
Otte, Michael Friedrich Santana, Geslane Figueiredo da Silva Paula, Luciene de Barros, Luiz Luiz Gonzaga Xavier de |
author_role |
author |
author2 |
Santana, Geslane Figueiredo da Silva Paula, Luciene de Barros, Luiz Luiz Gonzaga Xavier de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Otte, Michael Friedrich Santana, Geslane Figueiredo da Silva Paula, Luciene de Barros, Luiz Luiz Gonzaga Xavier de |
dc.subject.por.fl_str_mv |
Educação Matemática Filosofia da Matemática Semiótica Matemática. |
topic |
Educação Matemática Filosofia da Matemática Semiótica Matemática. |
description |
Only recently has the semiotic approach become more acceptable or common in mathematics education research and analysis and has gradually disconcerted the Platonic foundation of mathematical objects. In fact it has become increasingly evident that the meanings of concepts develop in the social relationships. The objective is to present the reasons for the use of the semiotic approach in mathematical education. We are arguing, in fact, that the crystallization of mathematical concepts limits creativity and distances school learning from the day to day practices. In theoretical research, questions are addressed such as What is the x in this equation?, evidencing a part of the work of Frege and Benacerraf, with more appreciation to the Peirce’s Semiotic. Illustrative and important examples of such a perspective are presented. For example, the complementarity between text and diagram offers opportunities of critical reflections about the expected results of education in mathematics. Therefore, to think semiotically is to recognize that all knowledge is dynamic, despite being constructed through signs, implying responsibilities, either in choosing the strategy defined for each problem situation, or in identifying the meanings according to the given references and the interactions with the world. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Matemática Matemática Matemática |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350 10.23926/RPD.2526-2149.2019.v4.n1.p24-41.id350 |
url |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350 |
identifier_str_mv |
10.23926/RPD.2526-2149.2019.v4.n1.p24-41.id350 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/164 http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/165 http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/350/292 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 A Revista Prática Docente tem o direito de primeira publicação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 A Revista Prática Docente tem o direito de primeira publicação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 4 No. 1 (2019): Janeiro a Junho de 2019; 24-41 Revista Prática Docente (Revista Práctica Docente); Vol. 4 Núm. 1 (2019): Janeiro a Junho de 2019; 24-41 Revista Prática Docente; v. 4 n. 1 (2019): Janeiro a Junho de 2019; 24-41 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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IFMT |
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IFMT |
reponame_str |
Revista Prática Docente |
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Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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revistapraticadocente@cfs.ifmt.edu.br|| |
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