On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140

Detalhes bibliográficos
Autor(a) principal: Pavanello, Regina Maria
Data de Publicação: 2008
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/140
Resumo: The easiness by which we use language to communicate with others and to interpret what others say leads us to believe that language is transparent and of immediate comprehension. Linguistic studies, however, show that such transparency is illusory since the mother language is rife with indeterminations, ambiguities and dual meanings. Such reflections become even more important when we consider the classroom and the interactions that take place through language. This is because in school communication, the differences between the subjects involved, as long as mother language and specific knowledge are concerned, are part and parcel of every day situations. Therefore, it is important for the Math teacher to listen to the students and leave them at ease to expound their doubts and formulate their questions. Grounded on the results of research in mathematical education field, the objective of this paper is to discuss whether the communication which takes place in the classroom between the subjects in the educational process by means of language favors or not the building of mathematical knowledge by the students.
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spelling On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140De linguagem, matemática e construção do conhecimento: algumas reflexões para a prática educativa - DOI: 10.4025/actascihumansoc.v29i1.140educação matemáticalinguagemsala de aulainteraçõescomunicaçãoThe easiness by which we use language to communicate with others and to interpret what others say leads us to believe that language is transparent and of immediate comprehension. Linguistic studies, however, show that such transparency is illusory since the mother language is rife with indeterminations, ambiguities and dual meanings. Such reflections become even more important when we consider the classroom and the interactions that take place through language. This is because in school communication, the differences between the subjects involved, as long as mother language and specific knowledge are concerned, are part and parcel of every day situations. Therefore, it is important for the Math teacher to listen to the students and leave them at ease to expound their doubts and formulate their questions. Grounded on the results of research in mathematical education field, the objective of this paper is to discuss whether the communication which takes place in the classroom between the subjects in the educational process by means of language favors or not the building of mathematical knowledge by the students.É tal a facilidade com que utilizamos a linguagem para nos comunicarmos com os outros e para interpretarmos o que eles nos dizem, que acreditamos ser ela transparente, de compreensão imediata. Estudos conduzidos na área da lingüística, contudo, demonstram que essa transparência é aparente, pois seu suporte, a língua materna, está sujeita a indeterminações, ambigüidades, duplos sentidos. Ter este fato em mente é ainda mais importante quando pensamos na sala de aula e nas interações que aí se concretizam a partir da linguagem, uma vez que na comunicação no ambiente escolar as diferenças entre os sujeitos envolvidos, tanto em relação ao domínio da língua materna quanto ao dos conhecimentos específicos, fazem parte integrante das situações do dia-a-dia. Por esse motivo, nas aulas de matemática é importante que o professor ouça seus alunos, deixe que eles exponham suas dúvidas e questionamentos. O objetivo deste texto é discutir, a partir de resultados de pesquisas na área da educação matemática, se a comunicação que se estabelece em sala de aula entre os sujeitos do processo educacional por meio da linguagem propicia ou não a construção do conhecimento matemático pelos alunos.Universidade Estadual De Maringá2008-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/14010.4025/actascihumansoc.v29i1.140Acta Scientiarum. Human and Social Sciences; Vol 29 No 1 (2007); 77-82Acta Scientiarum. Human and Social Sciences; v. 29 n. 1 (2007); 77-821807-86561679-7361reponame:Acta Scientiarum. Human and Social Sciences (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/140/67Pavanello, Regina Mariainfo:eu-repo/semantics/openAccess2022-11-23T17:35:11Zoai:periodicos.uem.br/ojs:article/140Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/indexPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/oai||actahuman@uem.br1807-86561679-7361opendoar:2022-11-23T17:35:11Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
De linguagem, matemática e construção do conhecimento: algumas reflexões para a prática educativa - DOI: 10.4025/actascihumansoc.v29i1.140
title On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
spellingShingle On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
Pavanello, Regina Maria
educação matemática
linguagem
sala de aula
interações
comunicação
title_short On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
title_full On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
title_fullStr On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
title_full_unstemmed On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
title_sort On language, mathematics and knowledge building: some reflections on educational practice - DOI: 10.4025/actascihumansoc.v29i1.140
author Pavanello, Regina Maria
author_facet Pavanello, Regina Maria
author_role author
dc.contributor.author.fl_str_mv Pavanello, Regina Maria
dc.subject.por.fl_str_mv educação matemática
linguagem
sala de aula
interações
comunicação
topic educação matemática
linguagem
sala de aula
interações
comunicação
description The easiness by which we use language to communicate with others and to interpret what others say leads us to believe that language is transparent and of immediate comprehension. Linguistic studies, however, show that such transparency is illusory since the mother language is rife with indeterminations, ambiguities and dual meanings. Such reflections become even more important when we consider the classroom and the interactions that take place through language. This is because in school communication, the differences between the subjects involved, as long as mother language and specific knowledge are concerned, are part and parcel of every day situations. Therefore, it is important for the Math teacher to listen to the students and leave them at ease to expound their doubts and formulate their questions. Grounded on the results of research in mathematical education field, the objective of this paper is to discuss whether the communication which takes place in the classroom between the subjects in the educational process by means of language favors or not the building of mathematical knowledge by the students.
publishDate 2008
dc.date.none.fl_str_mv 2008-06-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/140
10.4025/actascihumansoc.v29i1.140
url http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/140
identifier_str_mv 10.4025/actascihumansoc.v29i1.140
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/140/67
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Human and Social Sciences; Vol 29 No 1 (2007); 77-82
Acta Scientiarum. Human and Social Sciences; v. 29 n. 1 (2007); 77-82
1807-8656
1679-7361
reponame:Acta Scientiarum. Human and Social Sciences (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Human and Social Sciences (Online)
collection Acta Scientiarum. Human and Social Sciences (Online)
repository.name.fl_str_mv Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)
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