The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region

Detalhes bibliográficos
Autor(a) principal: Costa, Shirley Conceição Silva da
Data de Publicação: 2022
Outros Autores: Curi, Edda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revemop
Texto Completo: https://periodicos.ufop.br/revemop/article/view/6366
Resumo: This paper presents the results of an investigation on the state of knowledge of researches that focus on the analysis of mathematics curricula. For that, a search of works was carried out in the Catalog of theses and dissertations of the "Coordenação de Aperfeiçoamento de Pessoal de Nível Superior", having as initial criteria: research carried out in Brazil, in graduation programs in the area of Mathematical Education within the area of Science and Mathematics Education, in the period from 2015 to 2020, restricted to the Northeast region. For the discussion presented, we used the content analysis method, based on Bardin, which allowed the mapping of research to highlight the similarities and differences, convergences and divergences, regarding the analysis of the results presented by the different authors, related to the curriculum of Mathematics for the Early Years. With the mapping, it was possible to observe, among other inferences, a marked trend in research, with respect to the unfolding of curricula for the teaching of Mathematics, to the detriment of the analysis, discussion and problematization of the prescribed curriculum, itself. Furthermore, most studies are at master's level, which indicates the need for research with greater scope to analyze and problematize the mathematical curricular arrangements for the Early Years.
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spelling The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast RegionEl estado del conocimiento de las investigaciones sobre currículos de Matemática para los Años Iniciales de la Enseñanza Fundamental en la Región NordesteO estado do conhecimento de pesquisas sobre currículos de Matemática dos Anos Iniciais do Ensino Fundamental na Região NordesteMathematical educationEarly yearsPrescribed curriculumContent analysisEducación matemáticaEducacíon primariaCurrículo prescritoAnálisis de contenidoEducação matemáticaAnos iniciaisCurrículo prescritoAnálise de conteúdoThis paper presents the results of an investigation on the state of knowledge of researches that focus on the analysis of mathematics curricula. For that, a search of works was carried out in the Catalog of theses and dissertations of the "Coordenação de Aperfeiçoamento de Pessoal de Nível Superior", having as initial criteria: research carried out in Brazil, in graduation programs in the area of Mathematical Education within the area of Science and Mathematics Education, in the period from 2015 to 2020, restricted to the Northeast region. For the discussion presented, we used the content analysis method, based on Bardin, which allowed the mapping of research to highlight the similarities and differences, convergences and divergences, regarding the analysis of the results presented by the different authors, related to the curriculum of Mathematics for the Early Years. With the mapping, it was possible to observe, among other inferences, a marked trend in research, with respect to the unfolding of curricula for the teaching of Mathematics, to the detriment of the analysis, discussion and problematization of the prescribed curriculum, itself. Furthermore, most studies are at master's level, which indicates the need for research with greater scope to analyze and problematize the mathematical curricular arrangements for the Early Years.Este artículo presenta los resultados de una investigación sobre el estado del conocimiento de investigaciones que se enfocan en el análisis de los currículos de matemáticas. Para ello, se realizó un relevamiento de trabajos en el Catálogo de tesis y disertaciones de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, teniendo como criterio inicial: investigación realizada en Brasil, en programas de posgrado en el área de Educación Matemática y en el área de Educación Científica y Matemática, en el período de 2015 a 2020 y restringido a la región Nordeste. Para la discusión presentada se utilizó el método de análisis de contenido, basado en Bardin, que permitió el mapeo de la investigación para resaltar las similitudes y diferencias, convergencias y divergencias en cuanto al análisis de los resultados presentados por los diferentes autores, relacionados con el currículo de Matemáticas, para la Educacíon primaria. Con el mapeo se pudo observar, entre otras cosas, una marcada tendencia en la investigación, con respecto al desdoblamiento de los currículos para la enseñanza de las Matemáticas, en detrimento del análisis, discusión y problematización del propio currículo prescrito. Además, la mayoría de los estudios son a nivel de maestría, lo que indica la necesidad de una investigación con mayor alcance para analizar y problematizar los arreglos curriculares matemáticos para la Educacíon primaria.Este artigo apresenta o estado do conhecimento de pesquisas que analisam os currículos de Matemática para os Anos Iniciais. Para tanto, realizou-se um levantamento de trabalhos no Catálogo de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, com tais critérios: pesquisas realizadas no Brasil, em programas de Pós-Graduação em Educação Matemática e em Ensino de Ciências e Matemática, no período de 2015 a 2020, restritas à região Nordeste. A discussão foi fundamentada no método de análise de conteúdo de Bardin, dando destaque às similaridades e diferenças entre as pesquisas. Foi possível observar uma tendência acentuada em análises sobre os desdobramentos dos currículos para o ensino de Matemática, em detrimento da análise do currículo prescrito, propriamente dito. No mais, a maioria dos trabalhos são de nível de mestrado, indicando a necessidade de pesquisas com maior fôlego para analisar os arranjos curriculares em Matemática, para os Anos Iniciais.Editora da UFOP2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/636610.33532/revemop.e202227Revemop; v. 4 (2022): Rolling Pass; e2022272596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/6366/5082Copyright (c) 2022 Revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessCosta, Shirley Conceição Silva daCuri, Edda2022-12-28T01:24:24Zoai:pp.www.periodicos.ufop.br:article/6366Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-12-28T01:24:24Revemop - Universidade Federal de Ouro Preto (UFOP)false
dc.title.none.fl_str_mv The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
El estado del conocimiento de las investigaciones sobre currículos de Matemática para los Años Iniciales de la Enseñanza Fundamental en la Región Nordeste
O estado do conhecimento de pesquisas sobre currículos de Matemática dos Anos Iniciais do Ensino Fundamental na Região Nordeste
title The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
spellingShingle The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
Costa, Shirley Conceição Silva da
Mathematical education
Early years
Prescribed curriculum
Content analysis
Educación matemática
Educacíon primaria
Currículo prescrito
Análisis de contenido
Educação matemática
Anos iniciais
Currículo prescrito
Análise de conteúdo
title_short The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
title_full The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
title_fullStr The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
title_full_unstemmed The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
title_sort The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
author Costa, Shirley Conceição Silva da
author_facet Costa, Shirley Conceição Silva da
Curi, Edda
author_role author
author2 Curi, Edda
author2_role author
dc.contributor.author.fl_str_mv Costa, Shirley Conceição Silva da
Curi, Edda
dc.subject.por.fl_str_mv Mathematical education
Early years
Prescribed curriculum
Content analysis
Educación matemática
Educacíon primaria
Currículo prescrito
Análisis de contenido
Educação matemática
Anos iniciais
Currículo prescrito
Análise de conteúdo
topic Mathematical education
Early years
Prescribed curriculum
Content analysis
Educación matemática
Educacíon primaria
Currículo prescrito
Análisis de contenido
Educação matemática
Anos iniciais
Currículo prescrito
Análise de conteúdo
description This paper presents the results of an investigation on the state of knowledge of researches that focus on the analysis of mathematics curricula. For that, a search of works was carried out in the Catalog of theses and dissertations of the "Coordenação de Aperfeiçoamento de Pessoal de Nível Superior", having as initial criteria: research carried out in Brazil, in graduation programs in the area of Mathematical Education within the area of Science and Mathematics Education, in the period from 2015 to 2020, restricted to the Northeast region. For the discussion presented, we used the content analysis method, based on Bardin, which allowed the mapping of research to highlight the similarities and differences, convergences and divergences, regarding the analysis of the results presented by the different authors, related to the curriculum of Mathematics for the Early Years. With the mapping, it was possible to observe, among other inferences, a marked trend in research, with respect to the unfolding of curricula for the teaching of Mathematics, to the detriment of the analysis, discussion and problematization of the prescribed curriculum, itself. Furthermore, most studies are at master's level, which indicates the need for research with greater scope to analyze and problematize the mathematical curricular arrangements for the Early Years.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-27
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://periodicos.ufop.br/revemop/article/view/6366
10.33532/revemop.e202227
url https://periodicos.ufop.br/revemop/article/view/6366
identifier_str_mv 10.33532/revemop.e202227
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufop.br/revemop/article/view/6366/5082
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFOP
publisher.none.fl_str_mv Editora da UFOP
dc.source.none.fl_str_mv Revemop; v. 4 (2022): Rolling Pass; e202227
2596-0245
reponame:Revemop
instname:Universidade Federal de Ouro Preto (UFOP)
instacron:UFOP
instname_str Universidade Federal de Ouro Preto (UFOP)
instacron_str UFOP
institution UFOP
reponame_str Revemop
collection Revemop
repository.name.fl_str_mv Revemop - Universidade Federal de Ouro Preto (UFOP)
repository.mail.fl_str_mv revemop@ufop.edu.br||
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