The CTS approach and critical mathematics education as a teaching-learning strategy in teacher training in mathematics

• Autor(a) principal: Costa Sbrana, Maria de Fátima
• Data de Publicação: 2019
• Outros Autores: Albrecht, Evonir, Aguiar, Marcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p3

This article is based in a master´s research and to discuss relevant aspects of a continuing education course for teachers who teach mathematics, based on the CTS approach (Science, technology and society) and Critical Mathematics Education approaches. The research qualitative, occurred in two moments. First, we performed an analysis of mathematics issues contained in the ENEM (National High School Exam) (2012-2016), to investigate if such questions had in their context, questions related to the CTS approach. In a second moment, considering the tripod: Teaching, Research and Extension, we developed a continuing education course, based on the CTS and EMC approaches, to identify how teachers understand the CTS and EMC approaches and how they incorporate the theme in their practice, and build with teachers, contextualized strategies for teaching mathematics. The analyzed questions were used as a teaching-learning tool to discuss possibilities to include the CTS and EMC approaches in mathematics teaching. We observed that teachers did not know the CTS and EMC approaches; either did they consider the subject matter in their practice. In this way, we emphasize the importance of continuing education courses, as it presents the teacher with new didactic-pedagogical strategies, as well as, it allows important discussions about their practice.