Proposição de ações metodológicas para inserção das dimensões de equidade nas aulas de Matemática

Abstract

Resumo: Esta pesquisa destaca aspectos da equidade que surgem diante das dificuldades encontradas nas aulas de Matemática. As vivências e oportunidades adquiridas pelo aluno de intercâmbio são ilimitadas. Assim, optamos por apresentar o estudo preliminar de uma pesquisa de verão, realizada na Michigan StateUniversity (MSU), no estado de Michigan, EUA, que consiste no desenvolvimento de uma ferramenta, Equity Quantified In Participation (EQUIP), capaz de quantificar a participação dos alunos nas aulas de Matemática.O tratamento metodológico adotado compreende uma tipologia de abordagem qualitativa e exploratória que contribuiu para o esclarecimento de questões ligadas a equidade nas aulas de Matemática, tendo por base a observação participante a partir de um intercâmbio internacional.Contudo, contribuiu para a elaboração de uma proposição de ações metodológicas através das dimensões de equidade nas aulas de Matemática, que tem o intuito de auxiliar nas pesquisas e práticas matemáticas.Palavras-chave: Acesso; Realização; Identidade; Poder. Proposition of methodological actions for inserting equity dimensions in MathematicsAbstract: This research highlights aspects of equity that arise in the face of difficulties encountered in Mathematics classes. The experiences and opportunities acquired by the exchange student are unlimited. Thus, we chose to present the preliminary study of a summer survey, conducted at Michigan State University (MSU), Michigan, USA, which consists of the development of a tool, Equity Quantified In Participation (EQUIP), able to quantify the participation in mathematics classes. The methodological approach adopted includes a typology of a qualitative and exploratory approach that contributed to the clarification of issues related to equity in Mathematics classes, based on participant observation from an international exchange.However, he contributed to the elaboration of a proposition of methodological actions through the dimensions of equity in Mathematics classes, which aims to assist in mathematical research and practice.Keywords: Access; Achievement; Identity; Power.

Supporting mathematics public school teachers’ professional development and the teaching of statistics in elementary and middle school: An imperative for teacher education in Brazil

“…To think of mathematics in the context of socialization and citizenship, Skovsmose (2008Skovsmose ( , 2014 defends a critical mathematics education, a set of minimal knowledge needed for citizens to be able to critically act on society. Such a perspective aims to empower students with knowledge and skill, promoting equity in students' learning (Farias & Santos, 2018). The use of real-world situations could help students understand issues of inequities and discrimination in society and use statistical data to create better arguments for a more equal society (Chao et al, 2014).…”