What do researches on mathematics teaching in schools of the countryside reveal?

• Autor(a) principal: Schneider Gross, Giane Fernanda
• Data de Publicação: 2020
• Outros Autores: Machado Albertoni, Neumar Regiane, Oliveira dos Santos, Érica, Souza Motta, Marcelo, Kalinke, Marco Aurélio
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Brasileira de Educação do Campo
• DOI: 10.20873/uft.rbec.e9727
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9727

ABSTRACT. This paper aims to investigate how the teaching of Mathematics has been presented in studies that involve educational practices corresponding to the countryside’s reality, through a systematic mapping of dissertations and theses published in the last 10 years on CAPES and BDTD platforms, following Petersen et al. (2008) search procedures. Thus, the researchers were selected, classified and categorized, presenting as main points: (i) technological resources used during application of activities with students; (ii) teachers’ approach to the countryside’s reality; (iii) rural students’ integral formation; and (iv) informal and formal knowledge integration, according to researches that highlight the teaching of Mathematics for the rural reality. Finally, this paper describes how the analyzed publications consider the students’ reality, and focuses on the research results, covering the use of different methodologies, the teachers’ approach to that reality, and the use of digital technological resources as a way to expand the possibilities of integration between cultural and mathematical knowledge by rural students.