SOCIAL REPRESENTATIONS ON TEACHING AND LEARNING MATHEMATICS IDENTIFIED IN BRAZILIAN SCIENTIFIC PRODUCTS DEVELOPED IN 2014-2018

Authors

DOI:

https://doi.org/10.4025/imagenseduc.v11i1.51688

Keywords:

social representations; mathematics; teaching and learning

Abstract

Assuming that the social representations actively produced by the subjects are supports to their actions, we sought in the mapping of Brazilian dissertations and theses, produced between 2014 and 2018 and provided by CAPES, the representations about the teaching and learning of mathematics. Therefore, we highlight the theoretical support adopted in scientific productions, the teaching-learning process focused on students and teachers, and also the school mathematics and it’s consequences. Became evident that mathematics is still depicted socially negatively as a difficult knowledge, destined for a few, reduced to calculations, which emanates fear, nervousness and disinterest. It is also associated with poor school performance, poorly prepared teachers, lack of teachers and precarious work; lack of commitment and dedication to studies; family participation and the economic factor determining student’s conditions of dedication. Mathematics graduation conditions are identified as precarious and dichotomous between theory and practice; just as there are memories of teachers while they were students influencing their practices as teachers.

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Author Biographies

  • Simone de Souza, Universidade Estadual de Maringá

    Doutora em Educação Para a Ciência e o Ensino de Matemática pela Universidade Estadual de Maringá (UEM). Docente do Departamento de Teoria e Prática da Educação da Universidade Estadual de Maringá (UEM).

  • Solange Franci Raimundo Yaegashi, Universidade Estadual de Maringá

    Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Docente do Departamento de Teoria e Prática da Educação e do Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá (UEM).

  • Carlos Andrés Barco Rojas, Universidade Estadual de Maringá

    Doutorando em Educação pela Universidade Estadual de Maringá (UEM). Docente da educação básica do município de Dosquebradas, Colômbia.

  • João Luiz Gasparin, Universidade Estadual de Maringá

    Doutor em Educação: História e Filosofia da Educação pela Pontifícia Universidade Católica de São Paulo (PUC/SP). Docente do Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá (UEM).

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Published

2021-02-24

Issue

Vol. 11 No. 1 (2021)

Section

Artigos de Revisão

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DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT

I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).

How to Cite

Souza, S. de, Yaegashi, S. F. R. ., Rojas, C. A. B. ., & Gasparin, J. L. . (2021). SOCIAL REPRESENTATIONS ON TEACHING AND LEARNING MATHEMATICS IDENTIFIED IN BRAZILIAN SCIENTIFIC PRODUCTS DEVELOPED IN 2014-2018. Imagens Da Educação , 11(1), 198-219. https://doi.org/10.4025/imagenseduc.v11i1.51688
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