Relação com o saber: um estudo sobre o sentido da matemática em escola pública

• Autor(a) principal: Rodrigues, Ronaldo Nogueira
• Data de Publicação: 2001
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11185
• topic: Relacao entre escola e matematica; Ensino da matematica; Educacao matematica; Matematica -- Estudo e ensino; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This research was conducted at a public school with the of verifying the students relationship with knowledge and significance of learning mathematics. Teaching mathematics is a hard task for a teacher. Most students consider mathematics na important discipline, but do not know the meaning of what they learn. Bernard Charlot and his team carried out na extensive research work in France with students living on the periphery and their relationship with knowledge. Among their conclusions they concluded that many students have a weak relationship with school knowledge, because they attach little significance to that is taught, including mathematics. Inspired by their research, we aimed at finding out the relationship between school and mathematics in our reality. For this purpose, we prepared a quis in such a way that the students could talk about school, mathematics and explain how they did the exercises in the classroom. To go deeper into the analysis of the results, we interviewed some students that, in average, represented the population investigated, so that we could clarify some important points. The analysis of the results permitted us to conclude that the students attach much importance to the fact that they go to school. They view the school as a place that promises the future, and a space for socialization and education. The relationship with the school knowledge appears to be feeble and fragile. In regard to mathematics, the students consider it as na important knowledge for the business world and, in general, for daily activities. Many of them think that studying mathematics is learning the elementary competences of the discipline. Contents that cannot give meaning, like the algebraic ones, bring about much boredon and cause them to stop getting involved in the classroom activities.Few of them regard mathematics as a discipline able to develop important competences to understand and to insert themselves in modern society. In conclusion, the students relationship is predominantly with school and not with the school knowledge, including mathematics. They cannot give any meaning to the study of this discipline. We also indicate some issues that can serve as research topics to explore this subject and to contribute to the improvement of the mathematical teaching-learning process