DESCOBRINDO A ETNOMATEMÁTICA EM ARTEFATOS CULTURAIS ATRAVÉS DA ABORDAGEM DE APRENDIZAGEM BASEADA EM PROJETOS CULTURAIS
Palavras-chave:
abordagem CPBL, artefatos culturais, etnografia, etnomatemática, ideias matemáticas.
Resumo
A abordagem de Aprendizagem Baseada em Projetos Culturais (CPBL) é um método de ensino e aprendizagem centrado na criança, baseado nas atividades e experiências culturais dos alunos. O CPBL apóia a aprendizagem ao envolver os alunos em uma investigação de um tópico em seu ambiente cultural. A metodologia etnográfica foi utilizada para a coleta de dados. Os quatro professores de matemática e trinta e dois alunos do sexto ao décimo ano participaram do estudo. Os alunos receberam um ambiente rico para explorar ideias matemáticas incorporadas em artefatos culturais observados no ambiente fora da escola. As ideias matemáticas incorporadas em artefatos culturais permitem que os alunos desenvolvam ideias matemáticas além das quatro paredes da sala de aula. Tanto professores como alunos relataram que a abordagem CPBL oferece uma oportunidade de explorar ideias matemáticas em um ambiente cultural e os ajuda a desenvolver ideias matemáticas.
Referências
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Sharma, T. & Orey, D. C. (2017). Meaningful mathematics through the use of cultural artifacts. In M. Rosa, L. Shirley, M. E. Gavarrete & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (153-179). Cham, Switzerland: Springer.
Stanley, T. (2012). Project based learning for gifted children: A handbook for 21st century classroom. New York, NY: Prufrock Press.
Stringer, E. T., Christensen, L. M. & Baldwin, S. C. (2010). Integrating teaching, learning, and action research: Enhancing instruction in the K-12 classroom. Thousand Oaks, CA: Sage.
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resources (3rd ed.). New York, NY: John Wiley & Sons.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Bearden, L. O. (2012). An examination of the relationship between high school mathematics teachers’ dispositions and their metaphors for teaching. Dissertations, Thesis and Capstone Projects, Kennesaw State University, Kennesaw, GA.
Bonotto, C. (2007). How to replace word problems with activities of realistic mathematical modeling. In W. Blum, P. L. Galbraith, H. Henn & M. Niss (Eds.), Modeling and Applications in Mathematics Education: The 14th ICMI Study (185-192). New York, NY: Springer.
Borich, G. D. & Tombari, M. L. (1997). Educational psychology: A contemporary approach. New York, NY: Addison – Wesley Educational Publishers Inc.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approach. New Delhi, India: Sage Publication.
D’Ambrosio, U. (1990). Ethnomatematica [Ethnomatheamtics]. Sao Paulo, SP, Brazil: Editora Atica.
D’Ambrosio, U. (1993). Ethnomatematica: Um programa [Ethnomatheamtics: A program]. A EducacaoMatematica em Revista, 1(1), 5-11.
Ezeif, A. N. (2002). Mathematics and cultural nexus: The interactions of culture and mathematics in an aboriginal classroom. International Education Journal, 3 (3), 176–187.
Fosnot, C.T. (Ed.). (1996). Constructivism: Theory, perspectives, and practice. New York, NY: Teachers College, Columbia University.
Gay, J., & Cole, M. (1967). The new mathematics and an old culture: A study of learning among the Kpelle of Liberia. New York, NY: Holt, Rinehart, and Winston.
Millary, W. L. (1992). An ethnographic study of the mathematics of a group of carpenters. Journal for Research in Mathematics Education Monograph 5. Reston, VA: National Council of Teachers of Mathematics.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practice in households, communities, and classrooms (71–86). Mahwah, NJ: Erlbaum.
Mosimege, M. & Lebeta, V. (2000). An ethnographic study of mathematical concepts at the Basotho cultural village. In S. Mahlomaholo, M. Nkoane, & K. Smit (Eds). Proceedings of the 8th Annual Conference of the Southern African Association for Research in Mathematics and Science Education. Port Elizabeth, South Africa: University of Port Elizabeth.
Moursund, D. (2016). Project-based learning using information technology. Eugene, OR: International Society for Technology in Education.
Pradhan, J. B. (2017). Mathematical ideas in Chundara Culture: Unfolding a Nepalese teaching and learning system. In M. Rosa, L. Shirley, M. E. Gavarrete & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (125-152). Cham, Switzerland: Springer.
Pradhan, J. B. (2019). Cultural metaphor for mathematical understanding in Nepalese context. Unpublished Ph.D. Dissertation, Faculty of Education, Tribhuvan University, Nepal.
Pradhan, J. B., Sharma, T. & Sharma, T. (2021). Ethnomathematics research practices and its pedagogical implications: a Nepalese perspective. Journal of Mathematics and Culture,15 (1), 110-126.
Rosa, M. & Orey, D. C. (2010). Ethnomodeling as a pedagogical tool for the ethnomathematics program. Revista Latinoamericana de Ethnomatematica, 3(2), 14-23.
Rosa, M & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education. 6(2), 62-80.
Rosa, M., & Gavarrete, M. E. (2017). An ethnomathematics overview: An introduction. In M. Rosa, L. Shirley, M. E. Gavarrete & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (3- 19). Cham, Switzerland: Springer.
Sharma, T. & Orey, D. C. (2017). Meaningful mathematics through the use of cultural artifacts. In M. Rosa, L. Shirley, M. E. Gavarrete & W. V. Alangui (Eds.), Ethnomathematics and its Diverse Approaches for Mathematics Education (153-179). Cham, Switzerland: Springer.
Stanley, T. (2012). Project based learning for gifted children: A handbook for 21st century classroom. New York, NY: Prufrock Press.
Stringer, E. T., Christensen, L. M. & Baldwin, S. C. (2010). Integrating teaching, learning, and action research: Enhancing instruction in the K-12 classroom. Thousand Oaks, CA: Sage.
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resources (3rd ed.). New York, NY: John Wiley & Sons.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Publicado
2021-11-19
Secção
Secção 2: Práticas em Educação em Ciências, Matemática e Tecnologia
