Los artefactos culturales como una metáfora para la comunicación de las ideas matemáticas
Resumen
Los artefactos culturales creados por la cultura de un grupo particular de personas incorporan ideas y conocimientos matemáticos sofisticados. Los artefactos culturales familiares para los estudiantes median para comunicar ideas abstractas de las matemáticas. Este documento tiene como objetivo explorar las ideas matemáticas incrustadas en artefactos culturales y evaluar su contribución al proceso de enseñanza y aprendizaje de las matemáticas escolares. La metodología etnográfica se utilizó para recopilar los datos. Se encontraron ideas matemáticas altamente sofisticadas en el análisis de diferentes artefactos culturales observados en el entorno fuera de la escuela. Los artefactos culturales familiares para los estudiantes son el dominio fuente de la metáfora conceptual para comunicar conceptos matemáticos difíciles y abstractos. Tanto maestros como estudiantes informaron que los artefactos culturales y las diferentes actividades culturales del grupo de personas los ayudan a enseñar y aprender conceptos matemáticos.
Descargas
Citas
ADAM, Shehenaz. Ethnomathematical ideas in the curriculum. Mathematics Education Research Journal, v. 16, n. 2, 49-68, jun. 2004.
ALANGUI, Wilfredo V. Ethnomathematics and culturally relevant mathematics education in the Philippines. In ROSA, Milton; SHIRLEY, Lawrence; GAVARRETE, Maria Elena; ALANGUI, Wilfredo V. (Ed.), Ethnomathematics and its diverse approaches for Mathematics Education. Cham, Switzerland: Springer, 2017, p. 183-208.
ANGROSINO, Michael; ROSENBERG, Judith. Observations on observation: continuities and challenges. In: DENZIN, Norman K.; LINCOLN, Yvonna K. (Ed.). The SAGE handbook of qualitative research. Thousand Oaks: Sage, 2011, p. 467-478.
ASCHER, Marcia. Ethnomathematics: a multicultural view of mathematical ideas. Pacific Grove, California: Brooks/ Cole Publishing Company, 1991.
BARTON, Bill. Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, v. 31, n. 1/2, p. 201-233, sep. 1996.
BARTON, Bill. The language of mathematics: telling mathematical tales. New York: Springer, 2008.
BEARDEN, Lorrie Ogle. An examination of the relationship between high school mathematics teachers’ dispositions and their metaphors for teaching. 2012. 208f. Dissertation (Doctor of Education in Teacher Leadership) – Bagwell College of Education. Kennesaw State University. Kennesaw.
BISHOP, Alan John. Mathematics education in its cultural context. In: HARRIS, Mary (Ed.). Schools, mathematics and work. London: Falmer Press, 1991, p. 29-41.
BONOTTO, Cinzia. How to replace word problems with activities of realistic mathematical modelling. In: GALBRAITH, Peter L.; HENN, Hans-Wolfgang; NISS, Mogens. (Ed.). Modeling and Applications in Mathematics Education: The 14th ICMI Study. New York: Springer, 2007, p. 185-192.
CAPRA, Fritjof. The Tao of physics: an exploration of the parallels between modern physics and eastern mysticism. Boulder: Shambala Publications, 1975.
CRESWELL, John W. Research design: qualitative, quantitative and mixed methods approaches 3rd ed. New Delhi: Sage, 2009.
CUMMINS, Jim. Foreword. In Book, Affirming diversity: the sociopolitical context of multicultural education. Boston, MA: Allyn & Bacon, 1996, p. xiv-xviii.
D’AMBROSIO, Ubiratan. Ethnomathematics: the art or technique of explaining and knowing. Las Cruces: ISGEm, 1998.
D'AMBROSIO, Ubiratan. Etnomatemática: elo entre as tradições e a modernidade. 2 ed. Belo Horizonte: Autêntica, 2006.
DANESI, Marcel. A conceptual metaphor framework for the teaching of mathematics. Studies in Philosophy and Education, v. 26, n. 3, 225-236, mar. 2007.
EGLASH, Ron. Rethinking symmetry in ethnomathematics. Symmetry: Culture and Science, v. 12, n. 1-2, p. 159-166, 2001.
ENGLISH, Lyn D. Children's reasoning processes in classifying and solving computational word problems. In: ENGLISH, Lyn D. (Ed.). Mathematical reasoning: analogies, metaphors, and images. Mahwah: Lawrence Erlbaum Associates, 1997, p. 117-147.
EZEIF, Anthony N. Mathematics and cultural nexus: The interactions of culture and mathematics in an aboriginal classroom. International Educational Journal, v. 3, n. 3, p. 176-187, 2002.
FETTERMAN, David M. Ethnography: step by step. Thousand Oaks: Sage, 2010.
FONT, Vicenc; BOLITE, Janete; ACEVEDO, Jorge. Metaphors in mathematics classrooms: Analyzing the dynamic process of teaching and learning of graph functions. Educational Studies in Mathematics, v. 75, n. 2, p. 131-152, 2010.
FRANCOIS, Karen. Values and beauty in math education. In: TENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, 2019, Hyderabad. University of Hyderabad, 2019.
FREIRE, Paulo. Pedagogy of the oppressed. New York: Seabury Press, 1970.
FYHN, Anne Birgitte. Sami culture as basis for mathematics teaching. In: BERGSTEN, Christer; GREVHOLM, Barbro; MASØVAL, Heidi Strømskag; RØNNING, Frode. (Ed.). Relating practice and research in Mathematics Education. Proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education. Trondheim: Tapir Academic Press, 2007, p. 245-256.
GERDES, Paulus. Geometry from Africa: mathematical and educational explorations. Washington: The Mathematical Association of America, 1999.
GERDES, Paulus. On culture, geometrical thinking and mathematics education. In: POWEL, Arthur Belford; FRANKENSTEIN, Marilyn. (Ed.). Ethnomathematics: challenging eurocentrism in Mathematics Education. New York: State University of New York, 1997, p. 223-247.
GERDES, Paulus. Symmetry aspects of Mavuku baskets among the Makhuwa (Mozambique). Symmetry: Culture and Science, v. 12, n. 1-2, p. 87-114, 2001.
GONZALEZ, Norma, MOLL, Luis C.; AMANTI, Cathy. Funds of knowledge: theorizing practices in households, communities and classrooms. Mahwah: Lawrence Erlbaum Asociates Publishers, 2005.
GUEUDET, Ghislaine; TROUCHE, Luc. Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, v. 71, n. 3, p. 199-218, 2009.
HUTCHENS, Mercedes. Using dollar bills to teach place value. 2015. Retrieved from http://surfingtosuccess.org/2015/08/using-dollar-bills-to-teach-place-value.html.
LAKOFF, George; NUNEZ, Rafael E. Where mathematics comes from: how the embodied mind brings mathematics into being. New York: Basic Books, 2000.
MILLROY, Wendy Lesley. An ethnographic study of the mathematics of a group of carpenters. Journal for Research in Mathematics Education, v. 5, p. i-210, 1992.
MOSIMEGE, Mogege David; LEBETA, Vicent. An ethnographic study of mathematical concepts at the Basotho cultural village. In: MAHLOMAHOLO, Sechaba; NKOANE, Milton; SMIT, K. (Ed). Proceedings of the 8th Annual Conference of the Southern African Association for Research in Mathematics and Science Education. Port Elizabeth: University of Port Elizabeth, 2000, p. 336-341.
OWENS, Kay. Papua New Guinea indigenous knowledge about mathematical concepts. Journal of Mathematics and Culture, v. 6, n. 1, p. 20-50, 2012.
PRADHAN, Jaya Bishnu. Cultural metaphor for mathematical understanding in Nepalese context. 2019. Dissertation (Doctor of Education) – Faculty of Education. Tribhuvan University. Kathmandu.
PRADHAN, Jaya Bishnu. Mathematical ideas in Chundara culture: Unfolding Nepalese teaching and learning system. In ROSA, Milton; SHIRLEY, Lawrence; GAVARRETE, Maria Elena; ALANGUI, Wilfredo V. (Ed.), Ethnomathematics and its diverse approaches for Mathematics Education. Cham, Switzerland: Springer, 2017, p. 125-152.
PRADHAN, Jaya Bishnu. Mathematical ideas in cultural artefacts: A metaphor for teaching of school mathematics. International Journal of Scientific and Research Publications, v. 8, n. 9, p. 335-341, 2018.
PRADHAN, Jaya Bishnu. Mathematical knowledge generation and distribution of Chundaras: communalities and disparities from school pedagogy. University Grants Commission, Bhaktapur: 2012.
ROSA, Milton & OREY, Daniel Clark. Ethnomodelling as a pedagogical tool for the ethnomathematics program. Revista Latinoamericana de Ethnomatheamtica, v. 3, n. 2, p. 14-23, 2010.
ROSA, Milton; GAVARRETE, Maria Elena. An ethnomathematics overview: an introduction. In ROSA, Milton; SHIRLEY, Lawrence; GAVARRETE, Maria Elena; ALANGUI, Wilfredo V. (Ed.), Ethnomathematics and its diverse approaches for Mathematics Education. Cham, Switzerland: Springer, 2017, p. 3-19.
ROSA, Milton; OREY, Daniel Clark. Ethnomathematics: cultural assertions and challenges towards pedagogical actions. The Journal of Mathematics and Culture, v. 1, n. 1, p. 57-78, 2006.
ROSA, Milton; OREY, Daniel Clark. The field of research in ethnomodelling: emic, etic, and dialectical approaches. Educação e Pesquisa, São Paulo, v. 38, n. 4, p. 865-879, oct./dec. 2012.
SPARAVIGNA, Amelia C Symmetries in images on ancient seals. International Journal of Sciences, v. 2, n. 8, p. 14-20, 2013.
STRINGER, Ernest Thomas; CHRISTENSEN, Lois McFadyen; BALDWIN, Sheila C. Integrating teaching, learning, and action research: enhancing instruction in the K-12 classroom. Thousand Oaks: Sage, 2010.
TAYLOR, Steven J.; BOGDAN, Robert. Introduction to qualitative research methods: a guidebook and resources. 3rd ed. New York: John Wiley & Sons, 1998.
VYGOTSKY, Lev Semenovich. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.
ZASLAVSKY, Claudia. The multicultural mathematics classroom: bringing in the world. Portsmouth: Heinemann, 1996.
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
