The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project

Detalhes bibliográficos
Autor(a) principal: de Souza Silva, Emerson
Data de Publicação: 2017
Outros Autores: Prenstteter Gama, Renata
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23
Resumo: This work seeks to understand the construction of the curriculum in the initial years of Elementary School, from the teachers' understanding of a new prescribed curriculum and its transformations in terms of pedagogical practices. For the construction of the data, the study used documents about the historical process of Mathematics teaching as well as about the curricular changes that occurred over the years and a school was selected for the application of a questionnaire to all teachers, a school that had adhered to the EMAI Project. The analysis of the EMAI material focused on learning expectations, children's learning hypotheses, referrals to teachers for the development of classroom work as well as the questionnaire, based on Gimeno Sacristán theoretical assumptions about the curriculum (1998, 2000) , which portrayed curriculum levels. The results point to positive aspects of the EMAI Project highlighting the well-elaborated didactic sequences, containing diversified activities and addressing the teaching work from a constructivist and socio-interactionist conception. On the other hand, they point out limitations in terms of pedagogical practice in relation to the need for systematization of concepts, insufficient time for the development of activities and the need for an increase in the number of problem situations in the didactic sequences. The Mathematics Education group at the school prioritizes the curriculum prescribed and presented for a greater understanding by the teachers in a perspective of collaborative work.
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spelling The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo projectO currículo de matemática nos anos iniciais e o grupo de Educação Matemática do Projeto EMAI de São PauloInitial YearsCollaborative WorkTeaching ProtagonismMathematics curriculumAnos IniciaisTrabalho ColaborativoProtagonismo DocenteCurrículo de MatemáticaEMAIEducação MatemáticaThis work seeks to understand the construction of the curriculum in the initial years of Elementary School, from the teachers' understanding of a new prescribed curriculum and its transformations in terms of pedagogical practices. For the construction of the data, the study used documents about the historical process of Mathematics teaching as well as about the curricular changes that occurred over the years and a school was selected for the application of a questionnaire to all teachers, a school that had adhered to the EMAI Project. The analysis of the EMAI material focused on learning expectations, children's learning hypotheses, referrals to teachers for the development of classroom work as well as the questionnaire, based on Gimeno Sacristán theoretical assumptions about the curriculum (1998, 2000) , which portrayed curriculum levels. The results point to positive aspects of the EMAI Project highlighting the well-elaborated didactic sequences, containing diversified activities and addressing the teaching work from a constructivist and socio-interactionist conception. On the other hand, they point out limitations in terms of pedagogical practice in relation to the need for systematization of concepts, insufficient time for the development of activities and the need for an increase in the number of problem situations in the didactic sequences. The Mathematics Education group at the school prioritizes the curriculum prescribed and presented for a greater understanding by the teachers in a perspective of collaborative work.Esse trabalho busca compreender a construção do currículo nos anos iniciais do Ensino Fundamental, a partir da compreensão dos docentes frente a um novo currículo prescrito e suas transformações nas práticas pedagógicas. Para a construção dos dados, o estudo recorreu a documentos sobre o processo histórico de ensino da Matemática e às mudanças curriculares que ocorreram no decorrer dos anos e foi selecionada uma escola que aderiu ao Projeto EMAI para aplicação de um questionário a todos os docentes. A análise do material do EMAI focou as expectativas de aprendizagem, as hipóteses de aprendizagem das crianças, os encaminhamentos aos docentes para o desenvolvimento do trabalho em sala de aula e o questionário, balizados pelos pressupostos teóricos sobre currículo de Gimeno Sacristán (1998; 2000), que retratou os níveis de currículo. Os resultados apontam aspectos positivos do Projeto EMAI destacando as sequências didáticas como bem elaboradas, contendo atividades diversificadas e o direcionamento do trabalho docente a partir da concepção construtivista e sócio interacionista. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades e necessidade de um acréscimo de mais situações-problema nas sequências didáticas. O grupo de Educação Matemática na escola prioriza o currículo prescrito e apresentado para maior entendimento das docentes em uma perspectiva de trabalho colaborativo.Sociedade Brasileira de Educação Matemática (SBEM)2017-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/2310.25090/remat25269062v14n162017p79a92Revista de Educação Matemática; Vol. 14 No. 16: jan. /jun. 2017; 79-92Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 16: jan. /jun. 2017; 79-92Revista de Educação Matemática; Vol. 14 Núm. 16: jan. /jun. 2017; 79-92Revista de Educação Matemática; v. 14 n. 16: jan. /jun. 2017; 79-922526-906210.25090/remat25269062v14n162017reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23/pdfCopyright (c) 2017 Emerson de Souza Silva, Renata Prenstteter Gamainfo:eu-repo/semantics/openAccessde Souza Silva, EmersonPrenstteter Gama, Renata2021-05-06T16:11:59ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
O currículo de matemática nos anos iniciais e o grupo de Educação Matemática do Projeto EMAI de São Paulo
title The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
spellingShingle The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
de Souza Silva, Emerson
Initial Years
Collaborative Work
Teaching Protagonism
Mathematics curriculum
Anos Iniciais
Trabalho Colaborativo
Protagonismo Docente
Currículo de Matemática
EMAI
Educação Matemática
title_short The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
title_full The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
title_fullStr The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
title_full_unstemmed The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
title_sort The mathematical curriculum in the initial years and the Mathematical Education group of the EMAI de São Paulo project
author de Souza Silva, Emerson
author_facet de Souza Silva, Emerson
Prenstteter Gama, Renata
author_role author
author2 Prenstteter Gama, Renata
author2_role author
dc.contributor.author.fl_str_mv de Souza Silva, Emerson
Prenstteter Gama, Renata
dc.subject.por.fl_str_mv Initial Years
Collaborative Work
Teaching Protagonism
Mathematics curriculum
Anos Iniciais
Trabalho Colaborativo
Protagonismo Docente
Currículo de Matemática
EMAI
Educação Matemática
topic Initial Years
Collaborative Work
Teaching Protagonism
Mathematics curriculum
Anos Iniciais
Trabalho Colaborativo
Protagonismo Docente
Currículo de Matemática
EMAI
Educação Matemática
description This work seeks to understand the construction of the curriculum in the initial years of Elementary School, from the teachers' understanding of a new prescribed curriculum and its transformations in terms of pedagogical practices. For the construction of the data, the study used documents about the historical process of Mathematics teaching as well as about the curricular changes that occurred over the years and a school was selected for the application of a questionnaire to all teachers, a school that had adhered to the EMAI Project. The analysis of the EMAI material focused on learning expectations, children's learning hypotheses, referrals to teachers for the development of classroom work as well as the questionnaire, based on Gimeno Sacristán theoretical assumptions about the curriculum (1998, 2000) , which portrayed curriculum levels. The results point to positive aspects of the EMAI Project highlighting the well-elaborated didactic sequences, containing diversified activities and addressing the teaching work from a constructivist and socio-interactionist conception. On the other hand, they point out limitations in terms of pedagogical practice in relation to the need for systematization of concepts, insufficient time for the development of activities and the need for an increase in the number of problem situations in the didactic sequences. The Mathematics Education group at the school prioritizes the curriculum prescribed and presented for a greater understanding by the teachers in a perspective of collaborative work.
publishDate 2017
dc.date.none.fl_str_mv 2017-06-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23
10.25090/remat25269062v14n162017p79a92
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23
identifier_str_mv 10.25090/remat25269062v14n162017p79a92
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Emerson de Souza Silva, Renata Prenstteter Gama
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Emerson de Souza Silva, Renata Prenstteter Gama
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 14 No. 16: jan. /jun. 2017; 79-92
Revista de Educação Matemática; ##issue.vol## 14 ##issue.no## 16: jan. /jun. 2017; 79-92
Revista de Educação Matemática; Vol. 14 Núm. 16: jan. /jun. 2017; 79-92
Revista de Educação Matemática; v. 14 n. 16: jan. /jun. 2017; 79-92
2526-9062
10.25090/remat25269062v14n162017
reponame:Revista de Educação Matemática (Online)
instname:Sociedade Brasileira de Educação Matemática (SBEM)
instacron:SBEM
instname_str Sociedade Brasileira de Educação Matemática (SBEM)
instacron_str SBEM
institution SBEM
reponame_str Revista de Educação Matemática (Online)
collection Revista de Educação Matemática (Online)
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