The Interface between Art and Mathematics: Looking for critical and creative curriculum perspectives

Detalhes bibliográficos
Autor(a) principal: Dos Santos, Edvan Ferreira [UNESP]
Data de Publicação: 2020
Outros Autores: Gonçalves, Harryson Júnio Lessa [UNESP]
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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spelling 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)
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