Relationship between teacher ethics and transmission mathematical knowledge at the university level
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por spa eng |
Título da fonte: | Revista @mbienteeducação |
Texto Completo: | https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179 |
Resumo: | The study was focused on the construction of the foundations of teaching ethics in the transmission of mathematical knowledge, so that they redefine their thinking to teach mathematics. The study was located in the qualitative paradigm, using the bibliographic method, with the design of documentary research, supported by the management of hermeneutics, using underlining, marking, interpretation and analysis as a technique. The information treatment process was validated with categorization, structuring, contrasting, theorizing. The results indicated that teachers work in a linear, reductionist, disciplinary, and fragmented manner. The following reflection was obtained, it is necessary for university teachers trained in other areas of knowledge to reconstruct their thinking to transform their knowledge in terms of how to deliver knowledge, getting rid of old beliefs and traditional unproductive practices, with a transdisciplinary, systemic vision, complex and mainly humanistic. |
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Relationship between teacher ethics and transmission mathematical knowledge at the university levelRelación entre la ética del docente y la transmisión de conocimientos matemáticos a nivel universitarioRelação entre a ética do professor e a transmissão conhecimentos matemáticos a nível universitárioEthicsTransmissionMathematical knowledgeÉticaTransmisiónConocimientos matemáticosÉticaTransmissãoConhecimento matemáticoThe study was focused on the construction of the foundations of teaching ethics in the transmission of mathematical knowledge, so that they redefine their thinking to teach mathematics. The study was located in the qualitative paradigm, using the bibliographic method, with the design of documentary research, supported by the management of hermeneutics, using underlining, marking, interpretation and analysis as a technique. The information treatment process was validated with categorization, structuring, contrasting, theorizing. The results indicated that teachers work in a linear, reductionist, disciplinary, and fragmented manner. The following reflection was obtained, it is necessary for university teachers trained in other areas of knowledge to reconstruct their thinking to transform their knowledge in terms of how to deliver knowledge, getting rid of old beliefs and traditional unproductive practices, with a transdisciplinary, systemic vision, complex and mainly humanistic.El estudio estuvo centrado en la construcción de los fundamentos de la ética docente en la transmisión de los conocimientos matemáticos, para que redefinan su pensamiento para enseñar matemáticas. El estudio se ubicó éste en el paradigma cualitativo, empleando el método bibliográfico, con el diseño de investigación documental, apoyado en el manejo de la hermenéutica, empleando como técnica el subrayado, fichaje, interpretación y análisis. El proceso de tratamiento de la información se validó con la categorización, estructuración, contrastación, teorización. Los resultados indicaron que los docentes trabajan de manera lineal, reduccionista, disciplinar, fragmentado. Se obtuvo la siguiente reflexión es necesario que los docentes universitarios formados en otras áreas del conocimiento reconstruyan su pensamiento para transformar su conocimiento en cuanto a la manera de hacer llegar los conocimientos, deshaciéndose de viejas creencias y tradicionales prácticas improductivas, con visión transdisciplinar, sistémica, compleja y, principalmente, humanista.O estudo centrou-se na construção dos fundamentos da ética docente na transmissão do conhecimento matemático, para que redefinam seu pensamento para ensinar matemática. O estudo situou-se no paradigma qualitativo, utilizando o método bibliográfico, com delineamento de pesquisa documental, apoiado no manejo da hermenêutica, utilizando como técnica o sublinhado, a sinalização, a interpretação e a análise. O processo de tratamento da informação foi validado com categorização, estruturação, contraste, teorização. Os resultados indicaram que os professores trabalham de forma linear, reducionista, disciplinar, fragmentada. Obteve-se a seguinte reflexão: é necessário que os professores universitários formados em outras áreas do conhecimento reconstruam seu pensamento para transformar seus saberes na forma de ministrar o conhecimento, livrando-se de velhas crenças e práticas improdutivas tradicionais, com uma visão transdisciplinar e sistêmica , complexo e, principalmente, humanístico.Universidade Cidade de São Paulo2022-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdftext/htmlhttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/117910.26843/ae.v15i00.1179Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e0220181982-863210.26843/ae.v15i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporspaenghttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/978https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/979https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/980https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/981Copyright (c) 2022 Katiuska Mota, Rocío Riffo, Andrés Fariasinfo:eu-repo/semantics/openAccessMota, KatiuskaRiffo, RocíoFarias, Andrés2022-12-27T01:54:46Zoai:ojs.pkp.sfu.ca:article/1179Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2022-12-27T01:54:46Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false |
dc.title.none.fl_str_mv |
Relationship between teacher ethics and transmission mathematical knowledge at the university level Relación entre la ética del docente y la transmisión de conocimientos matemáticos a nivel universitario Relação entre a ética do professor e a transmissão conhecimentos matemáticos a nível universitário |
title |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
spellingShingle |
Relationship between teacher ethics and transmission mathematical knowledge at the university level Mota, Katiuska Ethics Transmission Mathematical knowledge Ética Transmisión Conocimientos matemáticos Ética Transmissão Conhecimento matemático |
title_short |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
title_full |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
title_fullStr |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
title_full_unstemmed |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
title_sort |
Relationship between teacher ethics and transmission mathematical knowledge at the university level |
author |
Mota, Katiuska |
author_facet |
Mota, Katiuska Riffo, Rocío Farias, Andrés |
author_role |
author |
author2 |
Riffo, Rocío Farias, Andrés |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Mota, Katiuska Riffo, Rocío Farias, Andrés |
dc.subject.por.fl_str_mv |
Ethics Transmission Mathematical knowledge Ética Transmisión Conocimientos matemáticos Ética Transmissão Conhecimento matemático |
topic |
Ethics Transmission Mathematical knowledge Ética Transmisión Conocimientos matemáticos Ética Transmissão Conhecimento matemático |
description |
The study was focused on the construction of the foundations of teaching ethics in the transmission of mathematical knowledge, so that they redefine their thinking to teach mathematics. The study was located in the qualitative paradigm, using the bibliographic method, with the design of documentary research, supported by the management of hermeneutics, using underlining, marking, interpretation and analysis as a technique. The information treatment process was validated with categorization, structuring, contrasting, theorizing. The results indicated that teachers work in a linear, reductionist, disciplinary, and fragmented manner. The following reflection was obtained, it is necessary for university teachers trained in other areas of knowledge to reconstruct their thinking to transform their knowledge in terms of how to deliver knowledge, getting rid of old beliefs and traditional unproductive practices, with a transdisciplinary, systemic vision, complex and mainly humanistic. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-22 |
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://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179 10.26843/ae.v15i00.1179 |
url |
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179 |
identifier_str_mv |
10.26843/ae.v15i00.1179 |
dc.language.iso.fl_str_mv |
por spa eng |
language |
por spa eng |
dc.relation.none.fl_str_mv |
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/978 https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/979 https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/980 https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1179/981 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Katiuska Mota, Rocío Riffo, Andrés Farias info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Katiuska Mota, Rocío Riffo, Andrés Farias |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Cidade de São Paulo |
publisher.none.fl_str_mv |
Universidade Cidade de São Paulo |
dc.source.none.fl_str_mv |
Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022018 1982-8632 10.26843/ae.v15i00 reponame:Revista @mbienteeducação instname:Universidade Cidade de São Paulo (UNICID) instacron:UNICID |
instname_str |
Universidade Cidade de São Paulo (UNICID) |
instacron_str |
UNICID |
institution |
UNICID |
reponame_str |
Revista @mbienteeducação |
collection |
Revista @mbienteeducação |
repository.name.fl_str_mv |
Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID) |
repository.mail.fl_str_mv |
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