Os dicionários de Wittgenstein e de Baruk: o significado linguístico no ensino e no aprendizado da matemática

Silveira, Marisa Rosâni Abreu da; Meira, Janeisi de Lima; Silva, Paulo Vilhena da

doi:10.15448/1981-2582.2014.3.18147

Educação (Porto Alegre, Online)

2014

DOI: 10.15448/1981-2582.2014.3.18147

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Os dicionários de Wittgenstein e de Baruk: o significado linguístico no ensino e no aprendizado da matemática

Marisa Rosâni Abreu da Silveira

Janeisi de Lima Meira

Paulo Vilhena da Silva

Abstract: A matéria publicada neste periódico é licenciada sob forma de uma licença Creative Commons-Atribuição 4.0 Internacional. http://creativecommons.org/licenses/by/4.0/ Os dicionários de Wittgenstein e de Baruk: o significado linguístico no ensino e no aprendizado da matemática The dictionaries of Wittgenstein and of Baruk: linguistic meaning in teaching and learning of mathematics Los diccionarios de Wittgenstein y Baruk: significado lingüístico en la enseñanza y aprendizaje de las matemáticas Marisa rosâni abreu… Show more

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Hermeneutics to read ‘confidence’ and ‘trust’ in rely, confidence and trust in the ISAs translation,

Vargas-González¹

2022

Rev. contab. finanç.

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This study aimed to develop a hermeneutical proposal to read ‘confidence’ (“confianza”) and ‘trust’ (“confiar”) in rely, confidence, and trust in the International Standards on Auditing (ISAs) translation into Spanish, based on contrasting them with the scientific literature on auditing. The gap addressed by this proposal is the lack of criteria to interpret the ISAs translation of rely, confidence, and trust into Spanish, which leads to an inadequate reading of the standards, since these terms are translated into Spanish as ‘confianza’ and ‘confiar,’ a misleading terminological choice. Some keys are provided for a hermeneutical reading when dealing with the concepts ‘confidence’ and ‘trust’ in the ISAs, since they are used interchangeably. This article is a starting point for both researchers and auditors when interpreting the terms rely, confidence, and trust translated into Spanish. From the methodological field, in the first place, a search was made in the ISAs for three key concepts related to what is understood in Spanish by the concepts ‘confidence’ and ‘trust’: rely (reliance), confidence, and trust, specifically determining the place where the concepts were to try to grasp the general meaning of the text within the paragraph of the corresponding standard; second, a structured accounting literature review on the concepts rely, confidence, and trust was conducted in the scientific auditing publications. This study provides the following hermeneutical keys to read ‘confidence’ and ‘trust’ in rely, confidence, and trust in the ISAs translation: rely is more oriented to controls, confidence refers to the relationship between an auditor and the stakeholders, and trust is a threat to the auditor’s objectivity.

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Hermeneutics to read ‘confidence’ and ‘trust’ in rely, confidence and trust in the ISAs translation,

Vargas-González¹

2022

Rev. contab. finanç.

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Alfabetização matemática de alunos bilíngues: enfoque na filosofia de Wittgenstein

Charles

Silveira

2020

Rev. Bra. Edu. Ciê. Edu. Mat.

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Resumo: Este texto tem como objetivo definir estratégias pedagógicas de alfabetização matemática para alunos bilíngues nos anos iniciais no Haiti. Uma das principais referências em que se baseia este estudo é o filósofo Wittgenstein que, através de seu conceito de jogo de linguagem, tema relevante desenvolvido na sua segunda filosofia, nos fornece pistas essenciais que poderiam nos ajudar a estabelecer regras relativas ao ensino e aprendizagem da matemática em uma segunda língua. De acordo com os trabalhos dos autores como Machado (1990), Cagliari (2004), Rosa e Orey (2010), Danyluk (2015) sobre a temática, buscamos encontrar diretrizes para conciliar a linguagem matemática, a lingua materna (o crioulo) e a lingua francesa. Nesse sentido, levaremos em consideração a formação dos professores, a realidade linguística e cultural dos alunos, bem como o papel dos atores envolvidos neste processo, contribuindo assim para a melhoria do ensino da matemática numa segunda língua.Palavras-chave: Alfabetização matemática; Bilinguismo; Jogos de linguagem; Linguagem matemática. Mathematical literacy of bilingual students: a focus on the philosophy of WittgensteinAbstract: This text aims to define pedagogical strategies of mathematical literacy for bilingual students in the early years in Haiti. One of the main references on which this study is based is the philosopher Wittgenstein who, through his concept of language game, a relevant theme developed in his second philosophy, provides us with essential clues who could help us to establish rules for teaching and learning mathematics in a second language. According to the works of authors such as Machado (1990), Cagliari (2004), Rosa and Orey (2010), Danyluk (2015) on the theme, we seek to find guidelines to reconcile mathematical language, mother tongue (Creole) and the French language. In this sense, we will consider the teachers' formation, the linguistic and cultural reality of the students, as well as the role of the actors involved in this process, thus contributing to the improvement of mathematics teaching in a second language.Keywords: Mathematical literacy; Bilingualism; Language games; Mathematical language.

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Os dicionários de Wittgenstein e de Baruk: o significado linguístico no ensino e no aprendizado da matemática

Cited by 2 publications

References 0 publications

Hermeneutics to read ‘confidence’ and ‘trust’ in rely, confidence and trust in the ISAs translation,

Hermeneutics to read ‘confidence’ and ‘trust’ in rely, confidence and trust in the ISAs translation,

Alfabetização matemática de alunos bilíngues: enfoque na filosofia de Wittgenstein

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