Relationship between teacher ethics and transmission mathematical knowledge at the university level

Detalhes bibliográficos
Autor(a) principal: Mota, Katiuska
Data de Publicação: 2022
Outros Autores: Riffo, Rocío, Farias, Andrés
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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spelling 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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