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In this paper we present some approximations that s tudents in an extended-time school project have established between the mathematics classroom practice and the practices in mathematics workshops. These approximations are part of the results of a research project developed in a school, whose expansion of the journ ey occurred through Projeto Escola Integrada, where we have observed classes of the 5t h year of Elementary School. The empirical material is constituted of transcripts of students’ interactions, produced from the records of observation and from audio and video rec ording of the activities made by the students in the mathematics workshops and in the mathematics classroom. The theoretical framework relies on authors from the fields of Math ematics Education, Anthropology and Public Policy with works related with the time expa nsion in schools. For the development of the analysis, we have relied on authors who emphasi ze the relationship between social practice and learning, in a situated perspective. |
