The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415v34n68a15 http://hdl.handle.net/11449/206406 |
Resumo: | In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: In regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective. |
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The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectivesA Interface entre Arte e Matemática: Em busca de perspectivas curriculares críticas e criativasArt and MathematicsCritical TheoryInterdisciplinaryMathematics CurriculumMathematics EducationIn order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: In regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective.Faculdade de Ciências da Universidade Estadual Paulista (Unesp) Técnico Administrativo em Educação no Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP), ST-PPG Av. Eng. Luiz Edmundo Carrijo Coube, 14-01Universidade Estadual Paulista (Unesp) Faculdade de Engenharia de Ilha Solteira (FEIS) Universidade Estadual Paulista (Unesp), Unesp-FEIS-DBZ, Av. Brasil no 56Faculdade de Ciências da Universidade Estadual Paulista (Unesp) Técnico Administrativo em Educação no Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP), ST-PPG Av. Eng. Luiz Edmundo Carrijo Coube, 14-01Universidade Estadual Paulista (Unesp) Faculdade de Engenharia de Ilha Solteira (FEIS) Universidade Estadual Paulista (Unesp), Unesp-FEIS-DBZ, Av. Brasil no 56Universidade Estadual Paulista (Unesp)Dos Santos, Edvan Ferreira [UNESP]Gonçalves, Harryson Júnio Lessa [UNESP]2021-06-25T10:31:35Z2021-06-25T10:31:35Z2020-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article1144-1173application/pdfhttp://dx.doi.org/10.1590/1980-4415v34n68a15Bolema - Mathematics Education Bulletin, v. 64, n. 68, p. 1144-1173, 2020.1980-44150103-636Xhttp://hdl.handle.net/11449/20640610.1590/1980-4415v34n68a15S0103-636X20200003011442-s2.0-85106767080S0103-636X2020000301144.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletininfo:eu-repo/semantics/openAccess2023-10-22T06:07:27Zoai:repositorio.unesp.br:11449/206406Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:36:47.022366Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives A Interface entre Arte e Matemática: Em busca de perspectivas curriculares críticas e criativas |
title |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
spellingShingle |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives Dos Santos, Edvan Ferreira [UNESP] Art and Mathematics Critical Theory Interdisciplinary Mathematics Curriculum Mathematics Education |
title_short |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
title_full |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
title_fullStr |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
title_full_unstemmed |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
title_sort |
The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives |
author |
Dos Santos, Edvan Ferreira [UNESP] |
author_facet |
Dos Santos, Edvan Ferreira [UNESP] Gonçalves, Harryson Júnio Lessa [UNESP] |
author_role |
author |
author2 |
Gonçalves, Harryson Júnio Lessa [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Dos Santos, Edvan Ferreira [UNESP] Gonçalves, Harryson Júnio Lessa [UNESP] |
dc.subject.por.fl_str_mv |
Art and Mathematics Critical Theory Interdisciplinary Mathematics Curriculum Mathematics Education |
topic |
Art and Mathematics Critical Theory Interdisciplinary Mathematics Curriculum Mathematics Education |
description |
In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: In regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-01 2021-06-25T10:31:35Z 2021-06-25T10:31:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415v34n68a15 Bolema - Mathematics Education Bulletin, v. 64, n. 68, p. 1144-1173, 2020. 1980-4415 0103-636X http://hdl.handle.net/11449/206406 10.1590/1980-4415v34n68a15 S0103-636X2020000301144 2-s2.0-85106767080 S0103-636X2020000301144.pdf |
url |
http://dx.doi.org/10.1590/1980-4415v34n68a15 http://hdl.handle.net/11449/206406 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 64, n. 68, p. 1144-1173, 2020. 1980-4415 0103-636X 10.1590/1980-4415v34n68a15 S0103-636X2020000301144 2-s2.0-85106767080 S0103-636X2020000301144.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
1144-1173 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1808128539870887936 |