Mobilizing histories in mathematics teacher education: memories, social practices, and discursive games

Miguel, Antônio; Mendes, Irán Abreu

doi:10.1007/s11858-010-0255-8

Cited by 13 publications

(22 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This assumption relies on some paradigmatic subversions with those proposed and experienced by Vergani (1991) and Miguel and Mendes (2010). Our hypothesis is that it is a reading and explanation of reality, that is, a mathematical reading and explanation of reality taken as an integrating knowledge that takes into consideration the relationship between society, cognition and culture, to build the basis that might establish a teaching of mathematics that provides methodological guidelines for a multiple and transversal understanding of nature and culture.…”

Section: Epistemological Bases For the Argumentation Of The Propositionmentioning

confidence: 96%

“…What is a UBP? Regarding the production and use of UBP, according to Miguel and Mendes (2010), it is a teaching and learning process that involves the mobilization of thematic problematizations from the exploration of social practices in mathematics classes in an integrated and globalizing sense.…”

Section: On Problematization Investigation and Metadisciplinary Learmentioning

confidence: 99%

“…In the next section we will discuss aspects about what Miguel and Mendes (2010) propose in regards to these insubordinative practices that can be worked out in the training of mathematics teachers with developments for basic education.…”

Section: On Problematization Investigation and Metadisciplinary Learmentioning

confidence: 99%

“…According to Miguel and Mendes (2010), the use of problematization contributes to the construction of a network of conceptual and metacognitive meanings involved in solving problems, for the practices proposed by them, denominated UBPs, aim to lead students to the exercise of thinking. For the authors, the nature of the topic to be problematized should not be characteristically disciplinary, that is, it should be independent of any particular discipline.…”

Section: Investigative Practices Through Basic Units Of Problematizatmentioning

confidence: 99%

See 3 more Smart Citations

Problematization and Research as a Method of Teaching Mathematics

Mendes

Silva

2018

Int Elect J Math Ed

Self Cite

View full text Add to dashboard Cite

In this article we present our arguments in favor of a teaching of mathematics by means of problematization and investigation, one that includes in the classroom multiple ways and meanings for the students to read the world around them. In this respect, we propose a teachinglearning process of mathematics grounded on the relationships between society, cognition, and culture, in the way of practices that exercise multiple readings of reality and give meaning to mathematical construction as learning of culture, through culture. Argumentative reflections have lead us to conclude that mathematics characterizes the social and imaginary interactions manifested in culture, under multiple explanatory ways, for the sociocultural experiences, evidenced in the ways of reading, comprehending and explaining the human cultures emphasized by multiple methods and codes of mathematical reading of sociocultural realities. The article is organized in the following way: initial problematization of the study, foundations and assumptions, followed by the epistemological basis of argumentation, on to the appointment of epistemological and didactic implications about problematization, research for a learning beyond disciplinarity, as a way of including these methodological procedures in the classroom. We end with our reflections and referrals for the practice of the mathematics teacher

show abstract

Section: Epistemological Bases For the Argumentation Of The Propositionmentioning

confidence: 96%

Section: On Problematization Investigation and Metadisciplinary Learmentioning

confidence: 99%

Section: On Problematization Investigation and Metadisciplinary Learmentioning

confidence: 99%

Section: Investigative Practices Through Basic Units Of Problematizatmentioning

confidence: 99%

See 2 more Smart Citations

Problematization and Research as a Method of Teaching Mathematics

Mendes

Silva

2018

Int Elect J Math Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…For further study on this theme, seeMiguel and Mendes (2010), cited in the bibliography of this article.…”

mentioning

confidence: 99%

Active Methodologies as Investigative Practices in the Mathematics Teaching

Mendes

2019

Int Elect J Math Ed

Self Cite

View full text Add to dashboard Cite

In this article I present some notes and reflections on possible ways to be adopted in teaching practice in Mathematics for the incorporation of meanings in teaching and learning of school mathematics in face of the cultural diversity in which the school is situated and constituted in the 21st century through the perspective of globalization. It is a matter of betting on the potential of classroom interactions, subsidized by practices based on methodological approaches that prioritize the direct action of students in the learning process. This is a reflection on the results obtained in experiments carried out in the training of mathematics teachers which were analyzed from authors who base proposals for teaching mathematics through investigative actions to reach learning. These experiences were part of the studies that I have developed since the 1990s and have shown how this approach to teaching mathematics in Basic Education and teacher training contributes decisively to the autonomous learning of those involved.

show abstract

Analisis Bibliometrik Mathematics Game-Based Learning

Taqiyyah

Soebagyo

2022

admathedust

View full text Add to dashboard Cite

Penelitian ini memaparkan tinjauan kritis mengenai Mathematics Game-Based Learning berdasarkan analisis bibliografi atas 200 artikel yang dipublikasikan dalam jurnal internasional berdasarkan database scopus selama kurun waktu 1980 -2021. Tujuan penelitian ini untuk menjawab kekosongan dengan memberikan analisis bibliometrik ekstensif dari literatur yang berkaitan dengan istilah ini untuk menjawab pertanyaanpertanyaan berikut: (1) Bagaimana artikel Mathematics Game-Based Learning diklasifikasikan?, (2) Bagaimana trend penelitian Mathematics Game-Based Learning? Topik penelitian apa yang menjadi subjek lebih banyak publikasi?, (3) Apa topik Mathematics Game-Based Learning masa depan yang memberikan kesempatan untuk penelitian lebih lanjut?. Analisis bibliometrik menggunakan lima langkah meliputi mendefinisikan istilah pencarian yang sesuai, hasil pencarian awal, penyempurnaan hasil pencarian, penyusunan data statistika awal, dan analisis data. Hasil penelitian memperoleh 200 makalah dengan hasil awal sebanyak 2107 kutipan (51.39 kutipan / tahun dan 10.54 kutipan/makalah). Pemurnian hasil menyisakan 60 artikel (penurunan 70%); data mengenai kutipan juga berubah, dengan 939 kutipan (menurun 55,44%), 22.90 kutipan/tahun (menurun 55,44%), dan 15.65 kutipan/makalah (meningkat 48,48%). Temuan ini menunjukkan bahwa jurnal Q1 dan Q2 tidak memberikan pengaruh yang signifikan terhadap kutipan dibandingkan jurnal lainnya. Penelitian ini menunjukkan informasi untuk masa yang akan datang dalam bidang Mathematics Game-Based Learning, serta merangkum dan mendukung temuan penting dari tinjauan tersebut.Secara keseluruhan, konsep Mathematics Game-Based Learning masih perlu ditingkatkan dalam penelitian-penelitian yang akan datang. Penelitian selanjutnya dapat mengambil topik tentang effect dan development.

show abstract

Mobilizing histories in mathematics teacher education: memories, social practices, and discursive games

Cited by 13 publications

References 5 publications

Problematization and Research as a Method of Teaching Mathematics

Problematization and Research as a Method of Teaching Mathematics

Active Methodologies as Investigative Practices in the Mathematics Teaching

Analisis Bibliometrik Mathematics Game-Based Learning

Contact Info

Product

Resources

About