Comparative study on mathematics teaching in professional education curriculum: Brazil and the United States

Página do item simplificado
dc.contributor.authorGonçalves, Harryson Júnio Lessa [UNESP]
dc.contributor.authorDias, Ana Lúcia Braz
dc.contributor.authorPeralta, Deise Aparecida [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionPearce Hall 134D
dc.date.accessioned2018-12-11T16:53:22Z
dc.date.available2018-12-11T16:53:22Z
dc.date.issued2018-01-01
dc.description.abstractThe article analyses similarities and singularities in the educational systems' organization for Brazil and the United States, their legal benchmarks and curricular frameworks, and highlights in them guidelines concerning mathematics education within vocational education. For this end, we conducted a comparative study between two institutions of vocational education (Brazilian and American), using document analysis and interviews. The paper describes the structure of the two educational systems, and identifies the mathematics configuration as being reassigned with problems and situations from the context of careers. Finally, among other points, we conclude an approach should be used for mathematics education within professional, career, and technical education, which considers applications of mathematics to be embedded in conceptual understanding.en
dc.description.affiliationUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP) Departamento de Biologia e Zootecnia, Av. Brasil, 56
dc.description.affiliationCentral Michigan University (CMU) Pearce Hall 134D Department of Mathematics
dc.description.affiliationUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP) Departamento de Matemática, Av. Brasil, 56
dc.description.affiliationUnespUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP) Departamento de Biologia e Zootecnia, Av. Brasil, 56
dc.description.affiliationUnespUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP) Departamento de Matemática, Av. Brasil, 56
dc.format.extent31-56
dc.identifierhttp://dx.doi.org/10.1590/1980-4415v32n60a02
dc.identifier.citationBolema - Mathematics Education Bulletin, v. 32, n. 60, p. 31-56, 2018.
dc.identifier.doi10.1590/1980-4415v32n60a02
dc.identifier.fileS0103-636X2018000100031.pdf
dc.identifier.issn1980-4415
dc.identifier.issn0103-636X
dc.identifier.scieloS0103-636X2018000100031
dc.identifier.scopus2-s2.0-85047331721
dc.identifier.urihttp://hdl.handle.net/11449/171020
dc.language.isopor
dc.relation.ispartofBolema - Mathematics Education Bulletin
dc.relation.ispartofsjr0,196
dc.rights.accessRightsAcesso aberto
dc.sourceScopus
dc.subjectCareer and technical education
dc.subjectComparative education
dc.subjectMathematics curriculum
dc.subjectVocational education
dc.subjectVocational education and training
dc.titleComparative study on mathematics teaching in professional education curriculum: Brazil and the United Statesen
dc.titleEstudo Comparativo sobre o Ensino de Matemática em Currículos de Educação Profissional Técnica: Brasil e Estados Unidospt
dc.typeArtigo

Arquivos

Pacote Original
Agora exibindo 1 - 1 de 1
Imagem de Miniatura
Nome:
S0103-636X2018000100031.pdf
Tamanho:
1.03 MB
Formato:
Adobe Portable Document Format
Baixar

Coleções

Artigos