A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/143498 |
Resumo: | In this article, we explore a few aspects associated with two phenomena, namely, aversion to mathematics and the consequent refusal to learn the subject, both originated in the relationship between society and the process of teaching and learning mathematics. Based on a supposed binariness which is historically believed to exist and defines only the opposed poles, i.e., knowing everything and knowing nothing of mathematics, the conditions are created for triggering a mechanism in which, first, there is the perpetuation of the current view that this subject is only meant for special, illuminated beings and, later, there is an inversion of categories between what is ‘in’ and what is ‘out’ regarding the set of those who know mathematics and the set of those who do not know mathematics. In respect to this binariness, we point its impossibility in today’s society, due to the fact that there are no longer individuals who know all the existing mathematics – the last one of them, according with some historians, would have been Poincaré, in the early 20th century – nor individuals without any mathematical knowledge, even if only a non-formal knowledge. Because of the nature of the phenomena studied and the specificities of our approach, we chose a qualitative methodology. Moreover, we discuss in this article the range and intensity of these phenomena and consider some of the possible causes and consequences thereof, concerning the process of teaching and learning the discipline. |
id |
USP-11_623071862884c1acfcb425bce238382e |
---|---|
oai_identifier_str |
oai:revistas.usp.br:article/143498 |
network_acronym_str |
USP-11 |
network_name_str |
Educação e Pesquisa |
repository_id_str |
|
spelling |
A altivez da ignorância matemática: Superbia Ignorantiam MathematicaeThe haughtiness of mathematical ignorance: Superbia Ignorantiam MathematicaeAversion to mathematicsKnowing mathematicsRefusal to learningAversão à matemáticaSaber matemáticaRenúncia à aprendizagem In this article, we explore a few aspects associated with two phenomena, namely, aversion to mathematics and the consequent refusal to learn the subject, both originated in the relationship between society and the process of teaching and learning mathematics. Based on a supposed binariness which is historically believed to exist and defines only the opposed poles, i.e., knowing everything and knowing nothing of mathematics, the conditions are created for triggering a mechanism in which, first, there is the perpetuation of the current view that this subject is only meant for special, illuminated beings and, later, there is an inversion of categories between what is ‘in’ and what is ‘out’ regarding the set of those who know mathematics and the set of those who do not know mathematics. In respect to this binariness, we point its impossibility in today’s society, due to the fact that there are no longer individuals who know all the existing mathematics – the last one of them, according with some historians, would have been Poincaré, in the early 20th century – nor individuals without any mathematical knowledge, even if only a non-formal knowledge. Because of the nature of the phenomena studied and the specificities of our approach, we chose a qualitative methodology. Moreover, we discuss in this article the range and intensity of these phenomena and consider some of the possible causes and consequences thereof, concerning the process of teaching and learning the discipline. Neste artigo, exploramos alguns aspectos associados a dois fenômenos, a aversão à matemática e a consequente renúncia a aprender a matéria, originários da relação entre a sociedade e o processo de ensino e aprendizagem de matemática. A partir de uma suposta binariedade que historicamente se acredita existir, definindo apenas os polos opostos, saber tudo e não saber nada em matemática, criam-se as condições para o disparo de um mecanismo em que, de início, se perpetua a visão corrente de que o assunto é feito somente para seres especiais e iluminados para, mais adiante, criar uma inversão de categorias entre o que é in e o que é out, relacionadas ao conjunto dos que sabem matemática e ao conjunto dos que não sabem matemática. A propósito dessa binariedade, apontamos sua impossibilidade na sociedade atual, pelo fato de não existirem mais indivíduos que saibam toda a matemática existente – o último deles, segundo alguns historiadores, teria sido Poincaré, no início do século XX – nem indivíduos sem nenhum conhecimento matemático, ainda que seja apenas um conhecimento não formal. Pela natureza dos fenômenos estudados e pelas particularidades da abordagem realizada, optamos por uma metodologia qualitativa. Além disso, discutimos no artigo o alcance e a intensidade desses fenômenos e consideramos algumas das possíveis causas e consequências dos mesmos, localizadas no processo de ensino e aprendizagem da disciplina.Universidade de São Paulo. Faculdade de Educação2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/14349810.1590/s1517-9702201702152362Educação e Pesquisa; v. 44 (2018); e152362Educação e Pesquisa; Vol. 44 (2018); e152362Educação e Pesquisa; Vol. 44 (2018); e1523621678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/143498/138182https://www.revistas.usp.br/ep/article/view/143498/138183Copyright (c) 2018 Educação e Pesquisainfo:eu-repo/semantics/openAccessAttie, João PauloMoura, Manoel Oriosvaldo de2018-05-18T13:02:03Zoai:revistas.usp.br:article/143498Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2018-05-18T13:02:03Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae The haughtiness of mathematical ignorance: Superbia Ignorantiam Mathematicae |
title |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
spellingShingle |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae Attie, João Paulo Aversion to mathematics Knowing mathematics Refusal to learning Aversão à matemática Saber matemática Renúncia à aprendizagem |
title_short |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
title_full |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
title_fullStr |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
title_full_unstemmed |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
title_sort |
A altivez da ignorância matemática: Superbia Ignorantiam Mathematicae |
author |
Attie, João Paulo |
author_facet |
Attie, João Paulo Moura, Manoel Oriosvaldo de |
author_role |
author |
author2 |
Moura, Manoel Oriosvaldo de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Attie, João Paulo Moura, Manoel Oriosvaldo de |
dc.subject.por.fl_str_mv |
Aversion to mathematics Knowing mathematics Refusal to learning Aversão à matemática Saber matemática Renúncia à aprendizagem |
topic |
Aversion to mathematics Knowing mathematics Refusal to learning Aversão à matemática Saber matemática Renúncia à aprendizagem |
description |
In this article, we explore a few aspects associated with two phenomena, namely, aversion to mathematics and the consequent refusal to learn the subject, both originated in the relationship between society and the process of teaching and learning mathematics. Based on a supposed binariness which is historically believed to exist and defines only the opposed poles, i.e., knowing everything and knowing nothing of mathematics, the conditions are created for triggering a mechanism in which, first, there is the perpetuation of the current view that this subject is only meant for special, illuminated beings and, later, there is an inversion of categories between what is ‘in’ and what is ‘out’ regarding the set of those who know mathematics and the set of those who do not know mathematics. In respect to this binariness, we point its impossibility in today’s society, due to the fact that there are no longer individuals who know all the existing mathematics – the last one of them, according with some historians, would have been Poincaré, in the early 20th century – nor individuals without any mathematical knowledge, even if only a non-formal knowledge. Because of the nature of the phenomena studied and the specificities of our approach, we chose a qualitative methodology. Moreover, we discuss in this article the range and intensity of these phenomena and consider some of the possible causes and consequences thereof, concerning the process of teaching and learning the discipline. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
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://www.revistas.usp.br/ep/article/view/143498 10.1590/s1517-9702201702152362 |
url |
https://www.revistas.usp.br/ep/article/view/143498 |
identifier_str_mv |
10.1590/s1517-9702201702152362 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/143498/138182 https://www.revistas.usp.br/ep/article/view/143498/138183 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 44 (2018); e152362 Educação e Pesquisa; Vol. 44 (2018); e152362 Educação e Pesquisa; Vol. 44 (2018); e152362 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
_version_ |
1787713812534657024 |