THE MATH CLUB AS A SPACE FOR LEARNING AND TEACHING MATHEMATICS

被引：0

作者：

Lopes, Anemari Roesler Luersen Vieira ^{[1
,2
,3
,4
]}

Borowsky, Halana Garcez ^{[5
,6
,7
,8
]}

Cunha, Luana Pereira ^{[9
,10
,11
]}

机构：

[1] Univ Fed Santa Maria UFSM, Rio Grande Do Sul, RS, Brazil

[2] Ctr Educ, Dept Metodol Ensino, Programa Posgrad & Educ Programa, Sao Paulo, Brazil

[3] Educ Matemat & Ensino Fis, Sao Paulo, Brazil

[4] Univ Sao Paulo, Educ, Sao Paulo, Brazil

[5] Univ Fed Rio Grande FURG, Rio Grande, RS, Brazil

[6] Fundacao Univ Fed Rio Grande, Inst Educ, Rio Grande, Brazil

[7] Programa Posgrad Ensino Ciencias Exatas, Rio Grande, Brazil

[8] Univ Fed Santa Maria, Educ, Santa Maria, Brazil

[9] Univ Fed Rio Grande Do Norte UFRN, Natal, RN, Brazil

[10] Rede Publ Municipal Macaiba, Macaiba, Brazil

[11] Univ Fed Rio Grande do Norte, Educ, Natal, RN, Brazil

来源：

REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO | 2024年 / 19卷

关键词：

Math Club; Organization of teaching; Teaching; Learning;

D O I：

10.21723/riaee.v19iesp.2.18559

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The challenge of teaching mathematics so that everyone can learn has led teachers and researchers to reflect on possibilities for overcoming it. This article aims to discuss aspects that can contribute to the process of teaching and learning mathematics from the organization of teaching from the perspective of the Mathematics Club. The Mathematics Club includes students, teachers and future teachers in organizing actions aimed at public school students. Groups from several Brazilian institutions have use it and here we present data from research carried out in one of them, theoretically and methodologically supported by the Historical-Cultural perspective. The results indicate the training potential of the analyzed organization in relation to planning based on the logical-historical movement of the concept; the interaction between students mediated by language; assessment aimed at reorganizing actions; and understanding collective spaces as a possibility for development for everyone participants.

引用

页数：19

共 50 条

[1] MATH MAGIC AS AN EDUCATIONAL RESOURCE IN TEACHING AND LEARNING MATHEMATICS
Campos, Helena
Costa, Ana Margarida
EDULEARN18: 10TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 2018, : 6254 - 6263
[2] TEACHING AND LEARNING MATHEMATICS THROUGH MATH THEATRE ACTIVITIES
Jancarik, Antonin
Jancarikova, Katerina
Novotna, Jarmila
Machalikova, Jana
TASKS AND TOOLS IN ELEMENTARY MATHEMATICS, 2013, : 344 - 345
[3] Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship
Friesen, Sharon
Francis-Poscente, Krista
MATHEMATICS ENTHUSIAST, 2014, 11 (01): : 61 - 82
[4] DYNAMIC MATH CLASSROOM - TEACHING AND LEARNING MATHEMATICS AT PRESCHOOL AND PRIMARY SCHOOL
Papancheva, Rumyana
10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017), 2017, : 6246 - 6252
[5] Flip Math: A serious game as an aid in teaching-learning Basic Mathematics
de Moraes, Isabela Giacomini
Colpani, Rogerio
REVISTA BRASILEIRA DE COMPUTACAO APLICADA, 2018, 10 (02): : 91 - 100
[6] Motion sensors in mathematics teaching: learning tools for understanding general math concepts?
Urban-Woldron, Hildegard
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2015, 46 (04) : 584 - 598
[7] Learning Mathematics in an After-school Mathematics Club
Brodie, Karin
AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 2022, 26 (03) : 237 - 247
[8] Teaching and learning about math
Koralek, D
YOUNG CHILDREN, 2003, 58 (01): : 8 - 9
[9] Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary
Vesel, Judy
Robillard, Tara
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, 2013, 45 (04) : 361 - 389
[10] Dakota/Lakota Math Connections: an epistemological framework for teaching and learning mathematics with Indigenous communities and students
Luecke, Danny
Sanders, David
FRONTIERS IN EDUCATION, 2023, 8

← 1 2 3 4 5 →