EXPERTS AND MATHEMATICS CURRICULUM
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033 |
Resumo: | The article aims to discuss the role of so-called experts in the curriculum production movement for teaching and training mathematics teachers. In addition to this objective, the text presents the Dictionary of Experts as an important empirical basis for opening up new research possibilities on mathematics curricula. The study uses as theoretical and methodological references the concept of expert from authors such as Peter Burke, Rita Hofstetter and Bernard Schneuwly, among others. Highlighted is the analysis of the development of new mathematical knowledge objectified in a given curriculum documentation. How would it have been made? What processes led to its establishment? How to understand that certain knowledge has been privileged and not others? What articulations were established between the mathematics to be present in teaching and that of teacher training given by the curriculum documentation? Such questions lead to the conclusion that, through studies of experts' actions, it is possible to understand, at a given moment, the complex elements present in the construction of curricular documents in terms of the production of new knowledge. |
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EXPERTS AND MATHEMATICS CURRICULUM EXPERTOS Y CURRÍCULO DE MATEMÁTICASOS EXPERTS E OS CURRÍCULOS DE MATEMÁTICAMathTeachingExpertCurriculumHistoryMatemáticaEnsinoExpertCurrículoHistóriaMatemáticasEnseñanzaExpertoCurriculoHistoriaThe article aims to discuss the role of so-called experts in the curriculum production movement for teaching and training mathematics teachers. In addition to this objective, the text presents the Dictionary of Experts as an important empirical basis for opening up new research possibilities on mathematics curricula. The study uses as theoretical and methodological references the concept of expert from authors such as Peter Burke, Rita Hofstetter and Bernard Schneuwly, among others. Highlighted is the analysis of the development of new mathematical knowledge objectified in a given curriculum documentation. How would it have been made? What processes led to its establishment? How to understand that certain knowledge has been privileged and not others? What articulations were established between the mathematics to be present in teaching and that of teacher training given by the curriculum documentation? Such questions lead to the conclusion that, through studies of experts' actions, it is possible to understand, at a given moment, the complex elements present in the construction of curricular documents in terms of the production of new knowledge.El artículo tiene como objetivo discutir el papel de los llamados expertos en el movimiento de producción curricular para la enseñanza y formación de profesores de matemáticas. Además de este objetivo, el texto presenta el Diccionario de Expertos como una base empírica importante para abrir nuevas posibilidades de investigación en los planes de estudio de matemáticas. El estudio utiliza como referencias teóricas y metodológicas el concepto de experto de autores como Peter Burke, Rita Hofstetter y Bernard Schneuwly, entre otros. Se destaca el análisis del desarrollo de nuevos conocimientos matemáticos objetivados en una documentación curricular determinada. ¿Cómo se habría hecho? ¿Qué procesos llevaron a su establecimiento? ¿Cómo entender que se ha privilegiado cierto conocimiento y no otros? ¿Qué articulaciones se establecieron entre la matemática para estar presente en la docencia y la de la formación docente que brinda la documentación curricular? Tales preguntas llevan a concluir que, a través del estudio de las acciones de los expertos, es posible comprender, en un momento dado, los elementos complejos presentes en la construcción de documentos curriculares en términos de producción de nuevos conocimientos.O artigo tem por objetivo discutir o papel dos chamados experts no movimento de produção curricular para o ensino e formação de professores de matemática. Para além desse objetivo, o texto apresenta o Dicionário dos Experts como base empírica importante para a abertura de novas possibilidades de pesquisas sobre os currículos de matemática. O estudo utiliza como referências teórico-metodológicas a conceituação própria de expert vinda de autores como Peter Burke, Rita Hofstetter e Bernard Schneuwly dentre outros. Em destaque, está a análise da elaboração de novos saberes matemáticos objetivados numa dada documentação curricular. Como ela teria sido elaborada? Que processos levaram a seu estabecimento? Como compreender que tenham sido privilegiados determinados saberes e não outros? Que articulações foram estabelecidas entre a matemática a estar presente no ensino e aquela da formação de professores dadas pela documentação curricular? Tais interrogações levam à conclusão de que por intermédio de estudos das ações dos experts torna-se possível compreender, num dado momento, os complexos elementos presentes na construção de documentos curriculares em termos da produção de novos saberes.Universidade Federal de Mato Grosso (UFMT)2021-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1303310.26571/reamec.v9i3.13033 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 9 Núm. 3 (2021): Setembro a dezembro de 2021; e21090REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 9 n. 3 (2021): Setembro a dezembro de 2021; e21090REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 9 No. 3 (2021): Setembro a dezembro de 2021; e210902318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/9987https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10554https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10555https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10556https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10558https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10557Copyright (c) 2021 Wagner Rodrigues Valentehttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessValente, Wagner Rodrigues2021-12-31T17:31:24Zoai:periodicoscientificos.ufmt.br:article/13033Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2021-12-31T17:31:24Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
EXPERTS AND MATHEMATICS CURRICULUM EXPERTOS Y CURRÍCULO DE MATEMÁTICAS OS EXPERTS E OS CURRÍCULOS DE MATEMÁTICA |
title |
EXPERTS AND MATHEMATICS CURRICULUM |
spellingShingle |
EXPERTS AND MATHEMATICS CURRICULUM Valente, Wagner Rodrigues Math Teaching Expert Curriculum History Matemática Ensino Expert Currículo História Matemáticas Enseñanza Experto Curriculo Historia |
title_short |
EXPERTS AND MATHEMATICS CURRICULUM |
title_full |
EXPERTS AND MATHEMATICS CURRICULUM |
title_fullStr |
EXPERTS AND MATHEMATICS CURRICULUM |
title_full_unstemmed |
EXPERTS AND MATHEMATICS CURRICULUM |
title_sort |
EXPERTS AND MATHEMATICS CURRICULUM |
author |
Valente, Wagner Rodrigues |
author_facet |
Valente, Wagner Rodrigues |
author_role |
author |
dc.contributor.author.fl_str_mv |
Valente, Wagner Rodrigues |
dc.subject.por.fl_str_mv |
Math Teaching Expert Curriculum History Matemática Ensino Expert Currículo História Matemáticas Enseñanza Experto Curriculo Historia |
topic |
Math Teaching Expert Curriculum History Matemática Ensino Expert Currículo História Matemáticas Enseñanza Experto Curriculo Historia |
description |
The article aims to discuss the role of so-called experts in the curriculum production movement for teaching and training mathematics teachers. In addition to this objective, the text presents the Dictionary of Experts as an important empirical basis for opening up new research possibilities on mathematics curricula. The study uses as theoretical and methodological references the concept of expert from authors such as Peter Burke, Rita Hofstetter and Bernard Schneuwly, among others. Highlighted is the analysis of the development of new mathematical knowledge objectified in a given curriculum documentation. How would it have been made? What processes led to its establishment? How to understand that certain knowledge has been privileged and not others? What articulations were established between the mathematics to be present in teaching and that of teacher training given by the curriculum documentation? Such questions lead to the conclusion that, through studies of experts' actions, it is possible to understand, at a given moment, the complex elements present in the construction of curricular documents in terms of the production of new knowledge. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-06 |
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://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033 10.26571/reamec.v9i3.13033 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033 |
identifier_str_mv |
10.26571/reamec.v9i3.13033 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/9987 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10554 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10555 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10556 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10558 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033/10557 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Wagner Rodrigues Valente https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Wagner Rodrigues Valente https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 9 Núm. 3 (2021): Setembro a dezembro de 2021; e21090 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 9 n. 3 (2021): Setembro a dezembro de 2021; e21090 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 9 No. 3 (2021): Setembro a dezembro de 2021; e21090 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
_version_ |
1797174817039843328 |