MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS

Detalhes bibliográficos
Autor(a) principal: Klüber, Tiago Emanuel
Data de Publicação: 2007
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPG
Texto Completo: http://tede2.uepg.br/jspui/handle/prefix/1204
Resumo: This dissertation turns for two trends in Mathematics Education: 1) the Mathematical Modeling and 2) the Ethnomathematics. The choice is justified because these trends, at current time, are focus of discussion and use within the teaching and learning in mathematics and more specifically by being present in the world-life of the researcher, since about four years, from graduation to post-graduation. The generator question of research was: What are the philosophical and epistemological aspects shown in Mathematical Modeling, in Ethnomathematics from the point of view of Mathematics Education? This issue, formulated and reformulated during the research process, guided our look over the trends as they were, in a first time for, posteriorly, from the descriptions about them, we establish interpretations of the philosophical and epistemological aspects. It was studied five authors who work with Mathematical Modeling, with different ways of conceiving it, they were chosen because of their outstanding academic recognition. For Ethnomathematics, it was opted predominantly, by the writings of D'Ambrósio that is considered the main theoretical and founder of this trend. The research outline was in a qualitatively, theoretical and bibliographic way. It was oriented by the Phenomenology, which is a Consciousness Philosophy and a rigorous method of research for the Human Sciences and Education. In Phenomenology is not sought to confirm hypotheses, nor it is chosen a theoretical referential a priori for the interpretations, the phenomenon is focused as he shows, always related to the question. In such case, elapsing phenomenon events, we looked their meaning and significance in Science, History and bibliographies, to allow clarify these senses and meanings. The interpretations, concerning the philosophical and epistemological aspects of the two trends were concreted by means of the development of units of sense, which emerged with some of the following denomination: Mathematical Models; Conception of Knowledge; Conception of Education, Curriculum and others. These invariants were those that repeated in the descriptions of the ways of conceiving Modeling and Ethnomathematics, even those who were idiosyncratic, but considered equal in importance. Thus, it elaborated a triangulation among the invariants of the two trends from the point of view of Mathematics Education. As result of the interpretations of this research, it was shown that there is a tendency for an approximation between Modeling and Ethnomathematics when the ways to conceive Modeling are in accordance with the Epistemological Social Sciences Statute. It unveils a distance when Modeling orients itself by the philosophical and epistemological presupposed of Exact and Natural Sciences. This “unveiling” extends to what refers the construction of models, and to the ways of think the curriculum and other aspects out.
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spelling Burak, DionisioCPF:02581108931http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703629P7Anastácio, Maria Queiroga AmorosoCPF:33034141734http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4780835Z6Rosso, Ademir JoséCPF:23213418072http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703673P6Brandt, Célia FinckCPF:42889383920http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700553P5CPF:05020496936http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4742212A0Klüber, Tiago Emanuel2017-07-21T20:31:28Z2008-03-262017-07-21T20:31:28Z2007-12-07KLÜBER, Tiago Emanuel. MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS. 2007. 152 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2007.http://tede2.uepg.br/jspui/handle/prefix/1204This dissertation turns for two trends in Mathematics Education: 1) the Mathematical Modeling and 2) the Ethnomathematics. The choice is justified because these trends, at current time, are focus of discussion and use within the teaching and learning in mathematics and more specifically by being present in the world-life of the researcher, since about four years, from graduation to post-graduation. The generator question of research was: What are the philosophical and epistemological aspects shown in Mathematical Modeling, in Ethnomathematics from the point of view of Mathematics Education? This issue, formulated and reformulated during the research process, guided our look over the trends as they were, in a first time for, posteriorly, from the descriptions about them, we establish interpretations of the philosophical and epistemological aspects. It was studied five authors who work with Mathematical Modeling, with different ways of conceiving it, they were chosen because of their outstanding academic recognition. For Ethnomathematics, it was opted predominantly, by the writings of D'Ambrósio that is considered the main theoretical and founder of this trend. The research outline was in a qualitatively, theoretical and bibliographic way. It was oriented by the Phenomenology, which is a Consciousness Philosophy and a rigorous method of research for the Human Sciences and Education. In Phenomenology is not sought to confirm hypotheses, nor it is chosen a theoretical referential a priori for the interpretations, the phenomenon is focused as he shows, always related to the question. In such case, elapsing phenomenon events, we looked their meaning and significance in Science, History and bibliographies, to allow clarify these senses and meanings. The interpretations, concerning the philosophical and epistemological aspects of the two trends were concreted by means of the development of units of sense, which emerged with some of the following denomination: Mathematical Models; Conception of Knowledge; Conception of Education, Curriculum and others. These invariants were those that repeated in the descriptions of the ways of conceiving Modeling and Ethnomathematics, even those who were idiosyncratic, but considered equal in importance. Thus, it elaborated a triangulation among the invariants of the two trends from the point of view of Mathematics Education. As result of the interpretations of this research, it was shown that there is a tendency for an approximation between Modeling and Ethnomathematics when the ways to conceive Modeling are in accordance with the Epistemological Social Sciences Statute. It unveils a distance when Modeling orients itself by the philosophical and epistemological presupposed of Exact and Natural Sciences. This “unveiling” extends to what refers the construction of models, and to the ways of think the curriculum and other aspects out.Esta dissertação voltou-se para duas tendências em Educação Matemática: 1) a Modelagem Matemática; e 2) a Etnomatemática. A escolha se justifica por serem, essas tendências, na atualidade, foco de discussão e de utilização no âmbito do ensino e da aprendizagem em Matemática e mais especificamente por estarem presentes no mundo-vida do pesquisador há cerca de quatro anos; da graduação à pós-graduação. A questão geradora da investigação foi: Quais os aspectos filosóficos e epistemológicos se mostram na Modelagem Matemática e na Etnomatemática do ponto de vista da Educação Matemática? Essa questão, formulada e reformulada durante o processo de investigação, orientou o nosso olhar sobre as tendências como elas se mostraram em um primeiro momento para, posteriormente, a partir de descrições sobre elas, efetuarmos as interpretações dos aspectos filosóficos e epistemológicos. Estudaram-se cinco autores que trabalham com Modelagem Matemática, com diferentes formas de concebê-la, escolhidos em virtude de seu reconhecimento acadêmico. Para a Etnomatemática, optou-se, predominantemente, pelos escritos de D’Ambrósio considerado o principal teórico e fundador dessa tendência. O delineamento da investigação foi de cunho qualitativo, teórico e bibliográfico. Orientou-se pela Fenomenologia que se constitui em uma Filosofia da Consciência e em um método de investigação rigoroso para as Ciências Humanas e para a Educação. Na Fenomenologia não se busca confirmar hipóteses, nem é escolhido um referencial teórico, a priori, para as interpretações, o fenômeno é focado como ele se mostra, sempre em relação à pergunta. Sendo assim, decorrente das manifestações do fenômeno é que procuramos o seu sentido e o significado na Ciência, na História e em bibliografias que permitissem esclarecer esses sentidos e significados. As interpretações concernentes aos aspectos filosóficos e epistemológicos das duas tendências se concretizaram mediante a elaboração de unidades de significados, que emergiram com algumas das seguintes denominações: Modelos Matemáticos; Concepção de Conhecimento; Concepção de Educação, de Currículo; e outras. Esses invariantes foram os que se repetiram nas descrições das formas de conceber a Modelagem e a Etnomatemática, ou ainda, aqueles que foram idiossincráticos, mas considerados em igual importância. Assim, elaborou-se uma triangulação entre os invariantes das duas tendências sob o ponto de vista da Educação Matemática. Como resultado das interpretações da investigação, uma tendência à aproximação entre Modelagem e Etnomatemática se mostrou quando as maneiras de conceber a primeira estiverem em acordo com o Estatuto Epistemológico das Ciências Humanas. Desvela-se um distanciamento na medida em que a Modelagem orienta-se pelos pressupostos filosóficos e epistemológicos das Ciências Exatas ou das Ciências Naturais. Esse ‘desvelar-se’ estende-se ao que se refere à construção de modelos, à forma de conceber o currículo e outros aspectos.Made available in DSpace on 2017-07-21T20:31:28Z (GMT). No. of bitstreams: 1 TIAGOEMANEL.pdf: 1699149 bytes, checksum: 70a1d86ddbc0d0874b464153efbdcaf3 (MD5) Previous issue date: 2007-12-07application/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãoeducação matemáticaensino e aprendizagemmodelagem matemáticaetnomatemáticafilosofia e epistemologiamathematics educationteaching and learningmathematical modelingethnomathematicsphilosophy and epistemologyCNPQ::CIENCIAS HUMANAS::EDUCACAOMODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALTIAGOEMANEL.pdfapplication/pdf1699149http://tede2.uepg.br/jspui/bitstream/prefix/1204/1/TIAGOEMANEL.pdf70a1d86ddbc0d0874b464153efbdcaf3MD51prefix/12042017-07-21 17:31:28.393oai:tede2.uepg.br:prefix/1204Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:28Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.por.fl_str_mv MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
title MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
spellingShingle MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
Klüber, Tiago Emanuel
educação matemática
ensino e aprendizagem
modelagem matemática
etnomatemática
filosofia e epistemologia
mathematics education
teaching and learning
mathematical modeling
ethnomathematics
philosophy and epistemology
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
title_full MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
title_fullStr MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
title_full_unstemmed MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
title_sort MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS
author Klüber, Tiago Emanuel
author_facet Klüber, Tiago Emanuel
author_role author
dc.contributor.advisor1.fl_str_mv Burak, Dionisio
dc.contributor.advisor1ID.fl_str_mv CPF:02581108931
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703629P7
dc.contributor.referee1.fl_str_mv Anastácio, Maria Queiroga Amoroso
dc.contributor.referee1ID.fl_str_mv CPF:33034141734
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4780835Z6
dc.contributor.referee2.fl_str_mv Rosso, Ademir José
dc.contributor.referee2ID.fl_str_mv CPF:23213418072
dc.contributor.referee2Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703673P6
dc.contributor.referee3.fl_str_mv Brandt, Célia Finck
dc.contributor.referee3ID.fl_str_mv CPF:42889383920
dc.contributor.referee3Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700553P5
dc.contributor.authorID.fl_str_mv CPF:05020496936
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4742212A0
dc.contributor.author.fl_str_mv Klüber, Tiago Emanuel
contributor_str_mv Burak, Dionisio
Anastácio, Maria Queiroga Amoroso
Rosso, Ademir José
Brandt, Célia Finck
dc.subject.por.fl_str_mv educação matemática
ensino e aprendizagem
modelagem matemática
etnomatemática
filosofia e epistemologia
topic educação matemática
ensino e aprendizagem
modelagem matemática
etnomatemática
filosofia e epistemologia
mathematics education
teaching and learning
mathematical modeling
ethnomathematics
philosophy and epistemology
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv mathematics education
teaching and learning
mathematical modeling
ethnomathematics
philosophy and epistemology
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This dissertation turns for two trends in Mathematics Education: 1) the Mathematical Modeling and 2) the Ethnomathematics. The choice is justified because these trends, at current time, are focus of discussion and use within the teaching and learning in mathematics and more specifically by being present in the world-life of the researcher, since about four years, from graduation to post-graduation. The generator question of research was: What are the philosophical and epistemological aspects shown in Mathematical Modeling, in Ethnomathematics from the point of view of Mathematics Education? This issue, formulated and reformulated during the research process, guided our look over the trends as they were, in a first time for, posteriorly, from the descriptions about them, we establish interpretations of the philosophical and epistemological aspects. It was studied five authors who work with Mathematical Modeling, with different ways of conceiving it, they were chosen because of their outstanding academic recognition. For Ethnomathematics, it was opted predominantly, by the writings of D'Ambrósio that is considered the main theoretical and founder of this trend. The research outline was in a qualitatively, theoretical and bibliographic way. It was oriented by the Phenomenology, which is a Consciousness Philosophy and a rigorous method of research for the Human Sciences and Education. In Phenomenology is not sought to confirm hypotheses, nor it is chosen a theoretical referential a priori for the interpretations, the phenomenon is focused as he shows, always related to the question. In such case, elapsing phenomenon events, we looked their meaning and significance in Science, History and bibliographies, to allow clarify these senses and meanings. The interpretations, concerning the philosophical and epistemological aspects of the two trends were concreted by means of the development of units of sense, which emerged with some of the following denomination: Mathematical Models; Conception of Knowledge; Conception of Education, Curriculum and others. These invariants were those that repeated in the descriptions of the ways of conceiving Modeling and Ethnomathematics, even those who were idiosyncratic, but considered equal in importance. Thus, it elaborated a triangulation among the invariants of the two trends from the point of view of Mathematics Education. As result of the interpretations of this research, it was shown that there is a tendency for an approximation between Modeling and Ethnomathematics when the ways to conceive Modeling are in accordance with the Epistemological Social Sciences Statute. It unveils a distance when Modeling orients itself by the philosophical and epistemological presupposed of Exact and Natural Sciences. This “unveiling” extends to what refers the construction of models, and to the ways of think the curriculum and other aspects out.
publishDate 2007
dc.date.issued.fl_str_mv 2007-12-07
dc.date.available.fl_str_mv 2008-03-26
2017-07-21T20:31:28Z
dc.date.accessioned.fl_str_mv 2017-07-21T20:31:28Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv KLÜBER, Tiago Emanuel. MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS. 2007. 152 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2007.
dc.identifier.uri.fl_str_mv http://tede2.uepg.br/jspui/handle/prefix/1204
identifier_str_mv KLÜBER, Tiago Emanuel. MODELAGEM MATEMÁTICA E ETNOMATEMÁTICA NO CONTEXTO DA EDUCAÇÃO MATEMÁTICA: ASPECTOS FILOSÓFICOS E EPISTEMOLÓGICOS. 2007. 152 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2007.
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dc.publisher.department.fl_str_mv Educação
publisher.none.fl_str_mv UNIVERSIDADE ESTADUAL DE PONTA GROSSA
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