Brazilian studies on the principle of complementarity in Mathematical Education

• Autor(a) principal: Santana, Geslane Figueiredo da Silva
• Data de Publicação: 2020
• Outros Autores: Wielewski, Gladys Denise, Barros, Luiz Gonzaga Xavier de
• 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/1904
• topic: Educação Matemática; Princípio da Complementaridade na Educação Matemática; Análise de Conteúdo; Mathematics Education; Principle of Complementarity in Mathematics Education; Content Analysis

The Principle of Complementarity in Mathematics Education (PCEM) states that, in order to fully characterize certain concepts or ideas related to Mathematics Education, it is sometimes necessary to present characteristics of these concepts or ideas that, although apparently contradictory, complement each other. The PCEM is based on Peirce's Semiotics, its roots are found in the Philosophy of Immanuel Kant, the term Principle of Complementarity being formulated by the physicist Niels Bohr. The application of PCEM as a research methodology in Mathematics Education began around 1970, with Prof. Dr. Michael Friedrich Otte, professor emeritus at the University of Bielefeld in Germany, who maintains strong ties with Brazilian universities, has guided several theses and dissertations collaborating to form a new generation of researchers adept at this methodology. Through bibliographic survey, we aim to highlight and catalog a portion of the production of Brazilian studies on the Principle of Complementarity in Mathematics Education. This research was carried out following Laurence Bardin's Content Analysis Methodology. To this end, a survey was carried out at the Bank of Theses and Dissertations promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). Through this data collection, we reflect that, in Brazil, PCEM is configured as a new research methodology, which definitely deserves to be further explored and studied, given the multiplicity in the field of applications and contributions in and for Mathematics Education.