O currículo de matemática nos anos iniciais e o grupo de Educação Matemática do Projeto EMAI de São Paulo
| Autor: | Renata Prenstteter Gama, Emerson de Souza Silva |
|---|---|
| Jazyk: | portugalština |
| Rok vydání: | 2017 |
| Předmět: |
Currículo de Matemática
Trabalho Colaborativo Protagonismo Docente LC8-6691 Materials Science (miscellaneous) Anos Iniciais Evaluación del currículo Documentos curriculares Theory and practice of education EMAI Special aspects of education Historia de la Educación Matemática Work (electrical) Metodología de trabajo en el aula Pedagogy QA1-939 Educação Matemática Desarrollo Curriculum LB5-3640 Mathematics |
| Zdroj: | Revista de Educação Matemática, Vol 14, Iss 16 (2017) |
| ISSN: | 2526-9062 |
| Popis: | This work seeks to understand the construction of the curriculum in the initial years of Elementary School, from the teachers' understanding of a new prescribed curriculum and its transformations in terms of pedagogical practices. For the construction of the data, the study used documents about the historical process of Mathematics teaching as well as about the curricular changes that occurred over the years and a school was selected for the application of a questionnaire to all teachers, a school that had adhered to the EMAI Project. The analysis of the EMAI material focused on learning expectations, children's learning hypotheses, referrals to teachers for the development of classroom work as well as the questionnaire, based on Gimeno Sacristan theoretical assumptions about the curriculum (1998, 2000) , which portrayed curriculum levels. The results point to positive aspects of the EMAI Project highlighting the well-elaborated didactic sequences, containing diversified activities and addressing the teaching work from a constructivist and socio-interactionist conception. On the other hand, they point out limitations in terms of pedagogical practice in relation to the need for systematization of concepts, insufficient time for the development of activities and the need for an increase in the number of problem situations in the didactic sequences. The Mathematics Education group at the school prioritizes the curriculum prescribed and presented for a greater understanding by the teachers in a perspective of collaborative work. |
| Databáze: | OpenAIRE |
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