What are problems? A historical analysis of changes in definitions, purposes and typologies

Detalhes bibliográficos
Autor(a) principal: Bertini, Luciane Fatima
Data de Publicação: 2021
Outros Autores: Souza, Andreia Fernandes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3057
Resumo: In this text, based on the analysis of different school documents, such as books/manuals, articles from pedagogical magazines and teaching programs, as well as research already carried out in the context of the History of mathematics education (BERTINI, 2018; MACIEL, 2019; OLIVEIRA, 2017, PAVARIN, 2020; SOUZA,2017), The transformations that occurred in relation to the definition (what would be the problems and the difference between them and exercises), purposes (to which the problems would serve) and typologies (creation of various types) of the problems are discussed. The concepts of school culture (JULIA, 2001), school subjects (CHERVEL, 1990) and professional knowledge (HOFSTETTER; SCHNEUWLY, 2017) were used in order to analyze these sources and characterize the differences about arithmetic problems. It was observed that the changes in the problems are the result of discourses that disseminated pedagogical innovations and circulated at a certain time. These transformations seem to be due to tensions between the different disciplinary fields such as mathematics, educational sciences and psychology and that were appropriated by school mathematics.
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spelling What are problems? A historical analysis of changes in definitions, purposes and typologies¿Qué son los problemas? Un análisis histórico de los cambios en las definiciones, propósitos y tipologíasMas afinal o que são problemas? Uma análise histórica sobre mudanças em definições, finalidades e tipologiasDocumentos EscolaresSaberes ProfissionaisProblemas AritméticosSchool DocumentsProfessional KnowledgeArithmetic ProblemsDocumentos EscolaresSaberes ProfesionalesProblemas AritméticosIn this text, based on the analysis of different school documents, such as books/manuals, articles from pedagogical magazines and teaching programs, as well as research already carried out in the context of the History of mathematics education (BERTINI, 2018; MACIEL, 2019; OLIVEIRA, 2017, PAVARIN, 2020; SOUZA,2017), The transformations that occurred in relation to the definition (what would be the problems and the difference between them and exercises), purposes (to which the problems would serve) and typologies (creation of various types) of the problems are discussed. The concepts of school culture (JULIA, 2001), school subjects (CHERVEL, 1990) and professional knowledge (HOFSTETTER; SCHNEUWLY, 2017) were used in order to analyze these sources and characterize the differences about arithmetic problems. It was observed that the changes in the problems are the result of discourses that disseminated pedagogical innovations and circulated at a certain time. These transformations seem to be due to tensions between the different disciplinary fields such as mathematics, educational sciences and psychology and that were appropriated by school mathematics.En este texto, a partir del análisis de diferentes documentos escolares, como libros / manuales, artículos de revistas pedagógicas y programas de enseñanza, así como investigaciones ya realizadas en el ámbito de la Historia de la educación matemática (BERTINI, 2018; MACIEL, 2019 ; OLIVEIRA, 2017, PAVARIN, 2020; SOUZA, 2017), las transformaciones ocurrieron en relación a la definición (cuáles serían los problemas y la diferencia entre ellos y ejercicios), propósitos (para qué serían los problemas) y tipologías (creación de diferentes tipos) se discuten tipos) de los problemas. Se utilizaron los conceptos de cultura escolar (JULIA, 2001), disciplinas escolares (CHERVEL, 1990) y saber profesional (HOFSTETTER; SCHNEUWLY, 2017) para analizar estas fuentes y caracterizar las diferencias en cuanto a problemas aritméticos. Se observó que los cambios ocurridos en los problemas son el resultado de discursos que difundieron innovaciones pedagógicas y que circularon en un tiempo determinado. Estas transformaciones parecen deberse a las tensiones entre los diferentes campos disciplinares como las matemáticas, las ciencias de la educación y la psicología y que se apropiaron las matemáticas escolares.Neste texto, a partir da análise de diferentes documentos escolares, tais como livros/manuais, artigos de revistas pedagógicas e programas de ensino, bem como pesquisas já realizadas no âmbito da História da educação matemática (BERTINI, 2018; MACIEL,2019; OLIVEIRA, 2017; PAVARIN, 2020; SOUZA,2017), discutem-se as transformações ocorridas em relação à definição (o que seriam os problemas e a diferença entre eles e exercícios), finalidades (para que serviriam os problemas) e tipologias (criação de diversos tipos) dos problemas. Utilizaram-se os conceitos de cultura escolar (JULIA, 2001), disciplinas escolares (CHERVEL, 1990) e saber profissional (HOFSTETTER; SCHNEUWLY, 2017) de modo a analisar essas fontes e caracterizar as diferenças acerca dos problemas aritméticos. Observou-se que as modificações ocorridas nos problemas são frutos de discursos que disseminaram inovações pedagógicas e que circularam em determinado tempo. Essas transformações parecem ser decorrentes das tensões entre os diferentes campos disciplinares tais como matemática, ciências da educação e psicologia e que foram apropriadas pela matemática escolar.Editora Cruzeiro do Sul2021-08-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/305710.26843/rencima.v12n5a08Revista de Ensino de Ciências e Matemática; v. 12 n. 5 (2021): ago.; 1-192179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3057/1597https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessBertini, Luciane FatimaSouza, Andreia Fernandes2023-04-21T22:48:32Zoai:ojs.pkp.sfu.ca:article/3057Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T22:48:32Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv What are problems? A historical analysis of changes in definitions, purposes and typologies
¿Qué son los problemas? Un análisis histórico de los cambios en las definiciones, propósitos y tipologías
Mas afinal o que são problemas? Uma análise histórica sobre mudanças em definições, finalidades e tipologias
title What are problems? A historical analysis of changes in definitions, purposes and typologies
spellingShingle What are problems? A historical analysis of changes in definitions, purposes and typologies
Bertini, Luciane Fatima
Documentos Escolares
Saberes Profissionais
Problemas Aritméticos
School Documents
Professional Knowledge
Arithmetic Problems
Documentos Escolares
Saberes Profesionales
Problemas Aritméticos
title_short What are problems? A historical analysis of changes in definitions, purposes and typologies
title_full What are problems? A historical analysis of changes in definitions, purposes and typologies
title_fullStr What are problems? A historical analysis of changes in definitions, purposes and typologies
title_full_unstemmed What are problems? A historical analysis of changes in definitions, purposes and typologies
title_sort What are problems? A historical analysis of changes in definitions, purposes and typologies
author Bertini, Luciane Fatima
author_facet Bertini, Luciane Fatima
Souza, Andreia Fernandes
author_role author
author2 Souza, Andreia Fernandes
author2_role author
dc.contributor.author.fl_str_mv Bertini, Luciane Fatima
Souza, Andreia Fernandes
dc.subject.por.fl_str_mv Documentos Escolares
Saberes Profissionais
Problemas Aritméticos
School Documents
Professional Knowledge
Arithmetic Problems
Documentos Escolares
Saberes Profesionales
Problemas Aritméticos
topic Documentos Escolares
Saberes Profissionais
Problemas Aritméticos
School Documents
Professional Knowledge
Arithmetic Problems
Documentos Escolares
Saberes Profesionales
Problemas Aritméticos
description In this text, based on the analysis of different school documents, such as books/manuals, articles from pedagogical magazines and teaching programs, as well as research already carried out in the context of the History of mathematics education (BERTINI, 2018; MACIEL, 2019; OLIVEIRA, 2017, PAVARIN, 2020; SOUZA,2017), The transformations that occurred in relation to the definition (what would be the problems and the difference between them and exercises), purposes (to which the problems would serve) and typologies (creation of various types) of the problems are discussed. The concepts of school culture (JULIA, 2001), school subjects (CHERVEL, 1990) and professional knowledge (HOFSTETTER; SCHNEUWLY, 2017) were used in order to analyze these sources and characterize the differences about arithmetic problems. It was observed that the changes in the problems are the result of discourses that disseminated pedagogical innovations and circulated at a certain time. These transformations seem to be due to tensions between the different disciplinary fields such as mathematics, educational sciences and psychology and that were appropriated by school mathematics.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-25
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/3057
10.26843/rencima.v12n5a08
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3057
identifier_str_mv 10.26843/rencima.v12n5a08
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3057/1597
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 12 n. 5 (2021): ago.; 1-19
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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