WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE?
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197 |
Resumo: | Until around 1800, Western philosophy believed that there were two types of conception in the world: the mental and the physical. Hence the extensive discussions about the analytical and synthetic knowledge that dominated the philosophy of Kant, the greatest Enlightenment philosopher. However, from the Peircean studies, the discussion about the conceptions has expanded, giving rise to the complementarity, which currently addresses the conceptions of extension and intensionof logic and philosophy. In the educational context it is often claimed that mathematics is a language, since it provides both a means of communication and a substantiation of our thoughts. As a result, mathematical fluidity is now considered the most important. From this perspective, the pedagogical principles underlying mathematics teaching become similar to those used in language teaching. But mathematics is not mere language. Language is a wonderful instrument of the human spirit, yet it serves logic, poetics, and rhetoric far better than mathematics. Thus, this article aims to show that the approach of elementary mathematics education must consist in teaching to read a term beyond its correspondence between letters and sounds, and also to permit the understanding how a skill set can be worked completely in abstract in relation to content. The semiotic methodology is utilized as input to analyze what is really the mathematics. |
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WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE?Semiotics. Complementarity. Language. Mathematics.Until around 1800, Western philosophy believed that there were two types of conception in the world: the mental and the physical. Hence the extensive discussions about the analytical and synthetic knowledge that dominated the philosophy of Kant, the greatest Enlightenment philosopher. However, from the Peircean studies, the discussion about the conceptions has expanded, giving rise to the complementarity, which currently addresses the conceptions of extension and intensionof logic and philosophy. In the educational context it is often claimed that mathematics is a language, since it provides both a means of communication and a substantiation of our thoughts. As a result, mathematical fluidity is now considered the most important. From this perspective, the pedagogical principles underlying mathematics teaching become similar to those used in language teaching. But mathematics is not mere language. Language is a wonderful instrument of the human spirit, yet it serves logic, poetics, and rhetoric far better than mathematics. Thus, this article aims to show that the approach of elementary mathematics education must consist in teaching to read a term beyond its correspondence between letters and sounds, and also to permit the understanding how a skill set can be worked completely in abstract in relation to content. The semiotic methodology is utilized as input to analyze what is really the mathematics.Universidade Federal de Mato Grosso (UFMT)2020-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/919710.26571/reamec.v8i1.9197 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 1 (2020): Janeiro a abril de 2020; 77-95REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 1 (2020): Janeiro a abril de 2020; 77-95REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 1 (2020): Janeiro a abril de 2020; 77-952318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporenghttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/pdf_1https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10744https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10246https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10247https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10248https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10249https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10250Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessOtte, Michael FriedrichBarros, Luiz Gonzaga Xavier deAbido, Alexandre SilvaSantana, Geslane Figueiredo da SilvaPaula, Luciene de2020-08-30T22:41:02Zoai:periodicoscientificos.ufmt.br:article/9197Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2020-08-30T22:41:02Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
title |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
spellingShingle |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? Otte, Michael Friedrich Semiotics. Complementarity. Language. Mathematics. |
title_short |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
title_full |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
title_fullStr |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
title_full_unstemmed |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
title_sort |
WHY SHOULD WE SPEAK ABOUT A COMPLEMENTARITY OF SENSE AND REFERENCE? |
author |
Otte, Michael Friedrich |
author_facet |
Otte, Michael Friedrich Barros, Luiz Gonzaga Xavier de Abido, Alexandre Silva Santana, Geslane Figueiredo da Silva Paula, Luciene de |
author_role |
author |
author2 |
Barros, Luiz Gonzaga Xavier de Abido, Alexandre Silva Santana, Geslane Figueiredo da Silva Paula, Luciene de |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Otte, Michael Friedrich Barros, Luiz Gonzaga Xavier de Abido, Alexandre Silva Santana, Geslane Figueiredo da Silva Paula, Luciene de |
dc.subject.por.fl_str_mv |
Semiotics. Complementarity. Language. Mathematics. |
topic |
Semiotics. Complementarity. Language. Mathematics. |
description |
Until around 1800, Western philosophy believed that there were two types of conception in the world: the mental and the physical. Hence the extensive discussions about the analytical and synthetic knowledge that dominated the philosophy of Kant, the greatest Enlightenment philosopher. However, from the Peircean studies, the discussion about the conceptions has expanded, giving rise to the complementarity, which currently addresses the conceptions of extension and intensionof logic and philosophy. In the educational context it is often claimed that mathematics is a language, since it provides both a means of communication and a substantiation of our thoughts. As a result, mathematical fluidity is now considered the most important. From this perspective, the pedagogical principles underlying mathematics teaching become similar to those used in language teaching. But mathematics is not mere language. Language is a wonderful instrument of the human spirit, yet it serves logic, poetics, and rhetoric far better than mathematics. Thus, this article aims to show that the approach of elementary mathematics education must consist in teaching to read a term beyond its correspondence between letters and sounds, and also to permit the understanding how a skill set can be worked completely in abstract in relation to content. The semiotic methodology is utilized as input to analyze what is really the mathematics. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-31 |
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/9197 10.26571/reamec.v8i1.9197 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197 |
identifier_str_mv |
10.26571/reamec.v8i1.9197 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/pdf_1 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10744 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10246 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10247 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10248 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10249 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9197/10250 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf 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. 8 Núm. 1 (2020): Janeiro a abril de 2020; 77-95 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 1 (2020): Janeiro a abril de 2020; 77-95 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 1 (2020): Janeiro a abril de 2020; 77-95 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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