INTERFACE BETWEEN TEACHING THROUGH EXPERIENTIAL ACTIVITIES AND TRENDS IN MATHEMATICS EDUCATION

• Autor(a) principal: Mafra, José Ricardo e Souza
• Data de Publicação: 2023
• Outros Autores: Sá, Pedro Franco de, Silva, Francisco Robson Alves da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13969
• topic: Educação Matemática; Experimentação no Ensino; Teoria da Atividade; Ensino de Matemática por Atividades Experimentais.; Mathematics Education; Teaching Mathematics through Experimental Activities; Experimentation in Education; Activity Theory; Educación Matemática; Enseñanza de Matemáticas a través de Actividades Experimentales; Experimentación en la Enseñanza; Teoría de la Actividad

The presented study is a theoretical essay that aims to discuss the existence of a possible experimental part in the trends and approaches of mathematics education, admitting that it is present in most activities set up in these trends, in their structuring and functional elements. Thus, the objective of this article is to point to an initial hypothesis that Mathematics Teaching through Experimental Activities (EMAE) is established, in some way, consciously or unconsciously, in a diversity of types of activities (hereinafter called Experimental Activities) present in various trends and approaches in mathematics education. The theoretical and philosophical basis is anchored in some assumptions of Activity Theory (AT), followed by an analytical examination of trends, and approaches in mathematics education. We conclude by presenting an initial discussion related to the characterization of EMAE present in these trends and approaches and their relationships and characteristics with the internal elements of an experimental-based activity. In addition, there is a need for a more comprehensive and extensive study to confirm or not the inferences pointed out here.