Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.17648/acta.scientiae.6466 http://hdl.handle.net/11449/230043 |
Resumo: | Background: considering the dimension of the National Textbook Program (PNLD) in Brazil, the textbook plays a relevant role in student formation as iy, as in many countries, defines the real curriculum. Objective: to propose reflections on whether, and how, contextualized tasks can contribute to changing students' attitudes and beliefs regarding Mathematics and society. Design: In view of this goal, based on the assumptions of qualitative research. Settings and participants:. we analyzed a total of 41 Mathematics textbooks, 20 of which were Middle School and 21 of High School, all approved by the PNLD. Data collection and analysis: We sought for contextualized tasks that promoted reflections and critical discussions about everyday themes - economic, social, technological, sustainable, ethical, among others - present in society. To analyze the selected tasks, we adopted the Critical Mathematical Education as a theoretical lens, revealing social, political, and cultural concerns, proposing the reading of the world with Mathematics, in addition to promoting a Pedagogy for Liberation, based on social justice. Results: The results indicated that the selected tasks could promote reflections and contribute to the change of students' attitude towards Mathematics and society, however we emphasize that the teacher's role is fundamental in this process. Conclusion: In view of the high number of tasks present in Brazilian textbooks, we consider that they could present a greater number of contextualized situations, increasing the number of options for the teacher. |
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Contextualized tasks of Brazilian textbooks from a critical mathematics education perspectiveContextualized tasksCritical Mathematics EducationReading the world with MathematicsRelevant teacher's roleTextbook analysisBackground: considering the dimension of the National Textbook Program (PNLD) in Brazil, the textbook plays a relevant role in student formation as iy, as in many countries, defines the real curriculum. Objective: to propose reflections on whether, and how, contextualized tasks can contribute to changing students' attitudes and beliefs regarding Mathematics and society. Design: In view of this goal, based on the assumptions of qualitative research. Settings and participants:. we analyzed a total of 41 Mathematics textbooks, 20 of which were Middle School and 21 of High School, all approved by the PNLD. Data collection and analysis: We sought for contextualized tasks that promoted reflections and critical discussions about everyday themes - economic, social, technological, sustainable, ethical, among others - present in society. To analyze the selected tasks, we adopted the Critical Mathematical Education as a theoretical lens, revealing social, political, and cultural concerns, proposing the reading of the world with Mathematics, in addition to promoting a Pedagogy for Liberation, based on social justice. Results: The results indicated that the selected tasks could promote reflections and contribute to the change of students' attitude towards Mathematics and society, however we emphasize that the teacher's role is fundamental in this process. Conclusion: In view of the high number of tasks present in Brazilian textbooks, we consider that they could present a greater number of contextualized situations, increasing the number of options for the teacher.UNESP - Universidade Estadual Paulista Instituto de Geociências e Ciências Exatas Departamento de Matemática, SPUNESP - Universidade Estadual Paulista Instituto de Geociências e Ciências Exatas Programa de Pós-Graduação em Educação Matemática, SPUNESP - Universidade Estadual Paulista Instituto de Geociências e Ciências Exatas Departamento de Matemática, SPUNESP - Universidade Estadual Paulista Instituto de Geociências e Ciências Exatas Programa de Pós-Graduação em Educação Matemática, SPUniversidade Estadual Paulista (UNESP)Amaral-Schio, Rúbia Barcelos [UNESP]Mazzi, Lucas Carato [UNESP]2022-04-29T08:37:19Z2022-04-29T08:37:19Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article222-261http://dx.doi.org/10.17648/acta.scientiae.6466Acta Scientiae, v. 23, n. 8, p. 222-261, 2021.2178-77271517-4492http://hdl.handle.net/11449/23004310.17648/acta.scientiae.64662-s2.0-85121025585Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengActa Scientiaeinfo:eu-repo/semantics/openAccess2022-04-29T08:37:19Zoai:repositorio.unesp.br:11449/230043Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:49:27.646193Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
title |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
spellingShingle |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective Amaral-Schio, Rúbia Barcelos [UNESP] Contextualized tasks Critical Mathematics Education Reading the world with Mathematics Relevant teacher's role Textbook analysis |
title_short |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
title_full |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
title_fullStr |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
title_full_unstemmed |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
title_sort |
Contextualized tasks of Brazilian textbooks from a critical mathematics education perspective |
author |
Amaral-Schio, Rúbia Barcelos [UNESP] |
author_facet |
Amaral-Schio, Rúbia Barcelos [UNESP] Mazzi, Lucas Carato [UNESP] |
author_role |
author |
author2 |
Mazzi, Lucas Carato [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Amaral-Schio, Rúbia Barcelos [UNESP] Mazzi, Lucas Carato [UNESP] |
dc.subject.por.fl_str_mv |
Contextualized tasks Critical Mathematics Education Reading the world with Mathematics Relevant teacher's role Textbook analysis |
topic |
Contextualized tasks Critical Mathematics Education Reading the world with Mathematics Relevant teacher's role Textbook analysis |
description |
Background: considering the dimension of the National Textbook Program (PNLD) in Brazil, the textbook plays a relevant role in student formation as iy, as in many countries, defines the real curriculum. Objective: to propose reflections on whether, and how, contextualized tasks can contribute to changing students' attitudes and beliefs regarding Mathematics and society. Design: In view of this goal, based on the assumptions of qualitative research. Settings and participants:. we analyzed a total of 41 Mathematics textbooks, 20 of which were Middle School and 21 of High School, all approved by the PNLD. Data collection and analysis: We sought for contextualized tasks that promoted reflections and critical discussions about everyday themes - economic, social, technological, sustainable, ethical, among others - present in society. To analyze the selected tasks, we adopted the Critical Mathematical Education as a theoretical lens, revealing social, political, and cultural concerns, proposing the reading of the world with Mathematics, in addition to promoting a Pedagogy for Liberation, based on social justice. Results: The results indicated that the selected tasks could promote reflections and contribute to the change of students' attitude towards Mathematics and society, however we emphasize that the teacher's role is fundamental in this process. Conclusion: In view of the high number of tasks present in Brazilian textbooks, we consider that they could present a greater number of contextualized situations, increasing the number of options for the teacher. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 2022-04-29T08:37:19Z 2022-04-29T08:37:19Z |
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/10.17648/acta.scientiae.6466 Acta Scientiae, v. 23, n. 8, p. 222-261, 2021. 2178-7727 1517-4492 http://hdl.handle.net/11449/230043 10.17648/acta.scientiae.6466 2-s2.0-85121025585 |
url |
http://dx.doi.org/10.17648/acta.scientiae.6466 http://hdl.handle.net/11449/230043 |
identifier_str_mv |
Acta Scientiae, v. 23, n. 8, p. 222-261, 2021. 2178-7727 1517-4492 10.17648/acta.scientiae.6466 2-s2.0-85121025585 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Acta Scientiae |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
222-261 |
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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1808128567642423296 |