The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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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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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) |
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UFOP |
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UFOP |
reponame_str |
Revemop |
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Revemop |
repository.name.fl_str_mv |
Revemop - Universidade Federal de Ouro Preto (UFOP) |
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revemop@ufop.edu.br|| |
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