Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879 |
Resumo: | ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. |
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Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsRealistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsEducación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas ruralesRealistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schoolsEducação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campoABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo. Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education. Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo.Universidade Federal do Tocantins2020-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/787910.20873/uft.rbec.e7879Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e7879Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e78792525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16833https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16834https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16835https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16836Copyright (c) 2020 Marcos Guilherme Moura-Silva, Rayza de Oliveira Souza, Tadeu Oliver Gonçalves, Ruy Guilherme Braga Borgesinfo:eu-repo/semantics/openAccessMoura-Silva, Marcos Guilhermede Oliveira Souza, Rayza Oliver Gonçalves, Tadeu Braga Borges, Ruy Guilherme2020-08-10T16:14:02Zoai:ojs.revista.uft.edu.br:article/7879Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-08-10T16:14:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools Educação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campo |
title |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
spellingShingle |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools Moura-Silva, Marcos Guilherme |
title_short |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
title_full |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
title_fullStr |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
title_full_unstemmed |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
title_sort |
Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools |
author |
Moura-Silva, Marcos Guilherme |
author_facet |
Moura-Silva, Marcos Guilherme de Oliveira Souza, Rayza Oliver Gonçalves, Tadeu Braga Borges, Ruy Guilherme |
author_role |
author |
author2 |
de Oliveira Souza, Rayza Oliver Gonçalves, Tadeu Braga Borges, Ruy Guilherme |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Moura-Silva, Marcos Guilherme de Oliveira Souza, Rayza Oliver Gonçalves, Tadeu Braga Borges, Ruy Guilherme |
description |
ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879 10.20873/uft.rbec.e7879 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879 |
identifier_str_mv |
10.20873/uft.rbec.e7879 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16833 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16834 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16835 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7879/16836 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e7879 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879 Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7879 Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e7879 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
Revista Brasileira de Educação do Campo |
collection |
Revista Brasileira de Educação do Campo |
repository.name.fl_str_mv |
Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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