Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription

Detalhes bibliográficos
Autor(a) principal: Santos, Adriana Cavalcanti dos
Data de Publicação: 2020
Outros Autores: Souza, Silvana Paulina de, Alves, Vanessa da Silva, Cusati, Iracema Campos, Guerra, Maria das Graças Gonçalves Vieira
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/2585
Resumo: This article, focusing on mathematical literacy and literacy, define as general objective of analyzing the prescription of literacy skills from the perspective of mathematical literacy. In order to identify characteristics of overcoming the challenges presented in the literacy process face to face the competences consolidated by the children in this cycle, the present investigation analyzed the correlation of these competences with the literacy prescriptions in Portuguese language described in the Reference Matrix of the More Literacy Program. To understand this dimension of the national literacy policy, a documentary study was carried out, which interweaves the discourse of the program in screen and the academic discourses on the theme. The results indicate that the skills prescribed in the analyzed Reference Matrix direct the assessment of learning towards mathematical literacy, with the approach to learning mathematical literacy being latent only in the skills that refer to problem solving.
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spelling Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescriptionLetramento e Alfabetização em matemática: entre concepções e prescrição curricularLetramentoAlfabetizaçãoEducação MatemáticaPrograma Mais AlfabetizaçãoCurrículoLiteracyInitial reading instructionMathematics EducationProgram More LiteracyCurriculumThis article, focusing on mathematical literacy and literacy, define as general objective of analyzing the prescription of literacy skills from the perspective of mathematical literacy. In order to identify characteristics of overcoming the challenges presented in the literacy process face to face the competences consolidated by the children in this cycle, the present investigation analyzed the correlation of these competences with the literacy prescriptions in Portuguese language described in the Reference Matrix of the More Literacy Program. To understand this dimension of the national literacy policy, a documentary study was carried out, which interweaves the discourse of the program in screen and the academic discourses on the theme. The results indicate that the skills prescribed in the analyzed Reference Matrix direct the assessment of learning towards mathematical literacy, with the approach to learning mathematical literacy being latent only in the skills that refer to problem solving.Este artigo, tendo por foco o letramento e a alfabetização em matemática, define por objetivo geral analisar a prescrição das competências de alfabetização sob a perspectiva do letramento em matemática. Visando identificar características de superação dos desafios apresentados no processo de alfabetização vis a vis as competências consolidadas pelas crianças nesse ciclo, a presente investigação analisou a correlação dessas competências com as prescrições de alfabetização em Língua Portuguesa descritas na Matriz de Referência do Programa Mais Alfabetização. Para compreender essa dimensão da política nacional de alfabetização, realizou-se um estudo documental, que entrelaça o discurso do programa em tela e os discursos acadêmicos sobre o tema. Os resultados apontam que as habilidades prescritas na Matriz de Referência analisada direcionam a avaliação da aprendizagem para a alfabetização matemática, estando latente a abordagem das aprendizagens do letramento matemático apenas nas habilidades que remetem para a resolução de problemas.Editora Cruzeiro do Sul2020-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/258510.26843/rencima.v11i6.2585Revista de Ensino de Ciências e Matemática; v. 11 n. 6 (2020): out./dez.; 462-4802179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2585/1382https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSantos, Adriana Cavalcanti dosSouza, Silvana Paulina deAlves, Vanessa da SilvaCusati, Iracema CamposGuerra, Maria das Graças Gonçalves Vieira2023-05-12T15:29:22Zoai:ojs.pkp.sfu.ca:article/2585Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T15:29:22Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
Letramento e Alfabetização em matemática: entre concepções e prescrição curricular
title Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
spellingShingle Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
Santos, Adriana Cavalcanti dos
Letramento
Alfabetização
Educação Matemática
Programa Mais Alfabetização
Currículo
Literacy
Initial reading instruction
Mathematics Education
Program More Literacy
Curriculum
title_short Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
title_full Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
title_fullStr Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
title_full_unstemmed Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
title_sort Literacy and Initial reading instruction in mathematics: between conceptions and curricular prescription
author Santos, Adriana Cavalcanti dos
author_facet Santos, Adriana Cavalcanti dos
Souza, Silvana Paulina de
Alves, Vanessa da Silva
Cusati, Iracema Campos
Guerra, Maria das Graças Gonçalves Vieira
author_role author
author2 Souza, Silvana Paulina de
Alves, Vanessa da Silva
Cusati, Iracema Campos
Guerra, Maria das Graças Gonçalves Vieira
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Santos, Adriana Cavalcanti dos
Souza, Silvana Paulina de
Alves, Vanessa da Silva
Cusati, Iracema Campos
Guerra, Maria das Graças Gonçalves Vieira
dc.subject.por.fl_str_mv Letramento
Alfabetização
Educação Matemática
Programa Mais Alfabetização
Currículo
Literacy
Initial reading instruction
Mathematics Education
Program More Literacy
Curriculum
topic Letramento
Alfabetização
Educação Matemática
Programa Mais Alfabetização
Currículo
Literacy
Initial reading instruction
Mathematics Education
Program More Literacy
Curriculum
description This article, focusing on mathematical literacy and literacy, define as general objective of analyzing the prescription of literacy skills from the perspective of mathematical literacy. In order to identify characteristics of overcoming the challenges presented in the literacy process face to face the competences consolidated by the children in this cycle, the present investigation analyzed the correlation of these competences with the literacy prescriptions in Portuguese language described in the Reference Matrix of the More Literacy Program. To understand this dimension of the national literacy policy, a documentary study was carried out, which interweaves the discourse of the program in screen and the academic discourses on the theme. The results indicate that the skills prescribed in the analyzed Reference Matrix direct the assessment of learning towards mathematical literacy, with the approach to learning mathematical literacy being latent only in the skills that refer to problem solving.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-18
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/2585
10.26843/rencima.v11i6.2585
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2585
identifier_str_mv 10.26843/rencima.v11i6.2585
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2585/1382
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. 11 n. 6 (2020): out./dez.; 462-480
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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