The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects

Detalhes bibliográficos
Autor(a) principal: Silva, Marcio Antonio da
Data de Publicação: 2014
Outros Autores: Pires, Célia Maria Carolino
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597
Resumo: The main purpose of this text’s prior research is to contribute to the discussion about Mathematics curriculum, by establishing criteria that may serve as reference for determination, inclusion and exclusion of mathematical topics in high school. In this article, eight principles listed in Silva (2009) were put together, one of them being thoroughly studied: the richness. It was investigated that Doll Jr. (1997), when referring to the richness of Mathematics curricula, is influenced by a motion of mathematics experts who widely defend the slogan: “Mathematics and the scienceof the patterns”. On the other hand, little discussion was found in high school aboutactivities that contemplate mathematical models, mainly geometrical ones. Fractals were chosen as a potentially important topic for identification and construction of patterns, as well as the use of Information and Communication Technologies (ICT) and mathematical investigation as proper methodological strategies for this type ofsituation. 
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spelling The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjectsA riqueza nos currículos de matemática do ensino médio: em busca de critérios para seleção e organização de conteúdosMathematics educationMathematics curriculumHigh school Subject selection and organizationRichnessEducação matemáticaCurrículos de matemáticaEnsino médioSeleção e organização de conteúdosRiquezaEducação MatemáticaThe main purpose of this text’s prior research is to contribute to the discussion about Mathematics curriculum, by establishing criteria that may serve as reference for determination, inclusion and exclusion of mathematical topics in high school. In this article, eight principles listed in Silva (2009) were put together, one of them being thoroughly studied: the richness. It was investigated that Doll Jr. (1997), when referring to the richness of Mathematics curricula, is influenced by a motion of mathematics experts who widely defend the slogan: “Mathematics and the scienceof the patterns”. On the other hand, little discussion was found in high school aboutactivities that contemplate mathematical models, mainly geometrical ones. Fractals were chosen as a potentially important topic for identification and construction of patterns, as well as the use of Information and Communication Technologies (ICT) and mathematical investigation as proper methodological strategies for this type ofsituation. O principal objetivo da pesquisa que originou este texto é contribuir para a discussão curricular, por meio de critérios que sirvam como referência para determinar, incluir e excluir temas matemáticos no Ensino Médio. Este artigo faz um recorte dos oito princípios propostos por Silva para compor o currículo de Matemática no Ensino Médio e esmiúça um deles: a riqueza. Aborda também a adoção de padrões matemáticos e assinala a necessidade de ampliar a discussão, no Ensino Médio, sobre atividades que contemplem modelos matemáticos, principalmente geométricos. Aponta os fractais como tema potencialmente importante para identificação e construção de padrões e o uso das Tecnologias da Informação e Comunicação (TIC) e da investigação matemática como estratégias metodológicas apropriadas para esse tipo de situação. Universidade Estadual de Campinas2014-04-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/mswordhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864659710.20396/zet.v21i39.8646597Zetetike; Vol. 21 No. 1 (2013): jan./jun. [39]; 19-52Zetetike; Vol. 21 Núm. 1 (2013): jan./jun. [39]; 19-52Zetetike; v. 21 n. 1 (2013): jan./jun. [39]; 19-522176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597/13499https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597/19867Brazil; 2012Brasil; 2012Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Marcio Antonio daPires, Célia Maria Carolino2023-11-23T15:45:02Zoai:ojs.periodicos.sbu.unicamp.br:article/8646597Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-23T15:45:02Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
A riqueza nos currículos de matemática do ensino médio: em busca de critérios para seleção e organização de conteúdos
title The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
spellingShingle The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
Silva, Marcio Antonio da
Mathematics education
Mathematics curriculum
High school
Subject selection and organization
Richness
Educação matemática
Currículos de matemática
Ensino médio
Seleção e organização de conteúdos
Riqueza
Educação Matemática
title_short The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
title_full The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
title_fullStr The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
title_full_unstemmed The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
title_sort The richness in the high school mathematics curriculum: searching a criteria for selection and organization of subjects
author Silva, Marcio Antonio da
author_facet Silva, Marcio Antonio da
Pires, Célia Maria Carolino
author_role author
author2 Pires, Célia Maria Carolino
author2_role author
dc.contributor.author.fl_str_mv Silva, Marcio Antonio da
Pires, Célia Maria Carolino
dc.subject.por.fl_str_mv Mathematics education
Mathematics curriculum
High school
Subject selection and organization
Richness
Educação matemática
Currículos de matemática
Ensino médio
Seleção e organização de conteúdos
Riqueza
Educação Matemática
topic Mathematics education
Mathematics curriculum
High school
Subject selection and organization
Richness
Educação matemática
Currículos de matemática
Ensino médio
Seleção e organização de conteúdos
Riqueza
Educação Matemática
description The main purpose of this text’s prior research is to contribute to the discussion about Mathematics curriculum, by establishing criteria that may serve as reference for determination, inclusion and exclusion of mathematical topics in high school. In this article, eight principles listed in Silva (2009) were put together, one of them being thoroughly studied: the richness. It was investigated that Doll Jr. (1997), when referring to the richness of Mathematics curricula, is influenced by a motion of mathematics experts who widely defend the slogan: “Mathematics and the scienceof the patterns”. On the other hand, little discussion was found in high school aboutactivities that contemplate mathematical models, mainly geometrical ones. Fractals were chosen as a potentially important topic for identification and construction of patterns, as well as the use of Information and Communication Technologies (ICT) and mathematical investigation as proper methodological strategies for this type ofsituation. 
publishDate 2014
dc.date.none.fl_str_mv 2014-04-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597
10.20396/zet.v21i39.8646597
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597
identifier_str_mv 10.20396/zet.v21i39.8646597
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597/13499
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646597/19867
dc.rights.driver.fl_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
dc.coverage.none.fl_str_mv Brazil; 2012
Brasil; 2012
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 21 No. 1 (2013): jan./jun. [39]; 19-52
Zetetike; Vol. 21 Núm. 1 (2013): jan./jun. [39]; 19-52
Zetetike; v. 21 n. 1 (2013): jan./jun. [39]; 19-52
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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