EXPERTS AND MATHEMATICS CURRICULUM

Detalhes bibliográficos
Autor(a) principal: Valente, Wagner Rodrigues
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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spelling 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||
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