International Electronic Journal of Mathematics Education

Active Methodologies as Investigative Practices in the Mathematics Teaching
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Mendes IA. Active Methodologies as Investigative Practices in the Mathematics Teaching. INT ELECT J MATH ED. 2019;14(3), 501-512. https://doi.org/10.29333/iejme/5752
APA 6th edition
In-text citation: (Mendes, 2019)
Reference: Mendes, I. A. (2019). Active Methodologies as Investigative Practices in the Mathematics Teaching. International Electronic Journal of Mathematics Education, 14(3), 501-512. https://doi.org/10.29333/iejme/5752
Chicago
In-text citation: (Mendes, 2019)
Reference: Mendes, Iran Abreu. "Active Methodologies as Investigative Practices in the Mathematics Teaching". International Electronic Journal of Mathematics Education 2019 14 no. 3 (2019): 501-512. https://doi.org/10.29333/iejme/5752
Harvard
In-text citation: (Mendes, 2019)
Reference: Mendes, I. A. (2019). Active Methodologies as Investigative Practices in the Mathematics Teaching. International Electronic Journal of Mathematics Education, 14(3), pp. 501-512. https://doi.org/10.29333/iejme/5752
MLA
In-text citation: (Mendes, 2019)
Reference: Mendes, Iran Abreu "Active Methodologies as Investigative Practices in the Mathematics Teaching". International Electronic Journal of Mathematics Education, vol. 14, no. 3, 2019, pp. 501-512. https://doi.org/10.29333/iejme/5752
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Mendes IA. Active Methodologies as Investigative Practices in the Mathematics Teaching. INT ELECT J MATH ED. 2019;14(3):501-2. https://doi.org/10.29333/iejme/5752

Abstract

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.

References

  • Anastasiou, L. G. C., & Alves, L. P. (2007). Estratégias de ensinagem. In L. G. C. Anastasiou, & L. P. Alves (Org.). Processos de ensinagem na universidade: pressupostos para estratégias de trabalho em aula (7. Ed.), Joinville, SC: Ed. UNIVILLE.
  • Anastasiou. L. G. C. (2014). Metodologia ativa, avaliação, metacognição e ignorância perigosa: elementos para reflexão na docência universitária. Revista Espaço para a Saúde, Londrina, 15(Suplemento n. 1).
  • Ausubel, D. P. (1978). Educational psychology. New York: Holt, Rinehart and Winston.
  • Barret, G. (1992). Pédagogie de l’expression dramatique (1. ed.), Montreal: Recherche en expression.
  • Barret. G. (1986). Essai sur la pédagogie de la situacion en expression dramatique et en éducacion. Montreal: Université de Montreal, Faculté des Sciences de l’éducacion.
  • Borasi, R. (1992). Learning mathematics through inquiry. Portsmouth, NH: Heinemann Educational Books.
  • Bruner, J. (1996). The culture of education. Massachusetts: Harvard University Press.
  • Dewey, J. (2007). Experience and education. New York: Penguin Group (USA).
  • Farias, C. A., & Mendes, I. A. (2014). As culturas são as marcas das sociedades humanas [Cultures are the hallmarks of human societies]. In I. A. Mendes, & C. A. Farias (Org.). Práticas socioculturais e Educação Matemática [Sociocultural Practices and Mathematics Education]. São Paulo: Ed. Livraria da Física, p. 15-48 (Col. Contextos da Ciência).
  • Freire, P. (1997). Pedagogia da autonomia: saberes necessários à prática educativa [Pedagogy of autonomy: knowledge necessary for educational practice]. Rio de Janeiro: Paz e Terra.
  • Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge. https://doi.org/10.1017/CBO9780511815355
  • Martins, A. (2002). Didáctica das Expressões [Didactics of the Expressions]. Lisboa: Universidade Aberta.
  • Mendes, I. A. (2009). Matemática e Investigação na sala de aula: tecendo redes cognitivas na aprendizagem. Editora Livraria da Física: São Paulo.
  • Mendes, I. A. (2013). The research as a principle for the teaching and learning of mathematics. Retrieved from http://www.sbem.com.br/ojs/index.php/ripem/article/view/54
  • Mendes, I. A. (2018). Active and Investigative Methodologies in Mathematical Education (AIMME): Research, learning and sociointeraction in Mathematics classes. Impresso. Belém/Brasil.
  • Mendes, I. A., & Silva, C. A. F. (2017). Problematização de Práticas Socioculturais na Formação de Professores de Matemática [Problematization of Sociocultural Practices in Teacher Training in Mathematics]. Revista Exitus, Santarém/PA, 7(2), 100-126. https://doi.org/10.24065/2237-9460.2017v7n2ID303
  • Mendes, I. A., & Silva, C. A. F. (2018). Problematization and Research as a Method of Teaching Mathematics. International Electronic Journal of Mathematics Education, 13(2), 41-55. https://doi.org/10.12973/iejme/2694
  • Miguel, A., & Mendes, I. A. (2010). Mobilizing histories in mathematics teacher education: memories, social practices, and discursive games. ZDM Mathematics Education, 42, 381–392. https://doi.org/10.1007/s11858-010-0255-8
  • Moles, A. A. (2012). Sociodinâmica da cultura. [Sociodynamics of culture]. São Paulo: Perspectiva (Coleção estudos,15).
  • Snow, C. P. (1995). As duas culturas e uma segunda leitura. [The two cultures and a second reading]. Trad. Geraldo Gerson de Souza. São Paulo: EDUSP, 1995.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.