Mathematical education of young and adults: pedagogical implications of historical-cultural theory

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dc.contributor.authorMiguel, Jose Carlos [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-30T03:29:14Z
dc.date.available2018-11-30T03:29:14Z
dc.date.issued2018-05-01
dc.description.abstractThe present study addresses some pedagogical implications of historical-cultural theory for the exploration of mathematical ideas in the field of youth and adult education (EJA). Starting from an analysis of the state of the art regarding the difficulties of teachers and students for teaching and learning of Mathematics throughout the schooling process indicates elements to the debate that return to the explanation of the problems listed and to refer a process of constitution of mathematical learning subjects within the scope of the EJA. It is a bibliographical and documentary research, besides the analysis of usual mathematical situations in EJA classes, whose results show the difficulties of the basic school culture to overcome didactic actions still strongly marked by the association of models. It points to the theoretical construct of the historical-cultural perspective as a perspective for the realization of a broad process of production of meanings and negotiation of meanings of teaching and learning of Mathematics in the EJA.en
dc.description.affiliationUniv Estadual Paulista Julio de Mesquita Filho UN, Dept Didat, Programa Posgrad Educ, Fac Filosofia & Ciencias, Ave Hygino Muzzi Filho 737, Marilia, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista Julio de Mesquita Filho UN, Dept Didat, Programa Posgrad Educ, Fac Filosofia & Ciencias, Ave Hygino Muzzi Filho 737, Marilia, SP, Brazil
dc.format.extent519-548
dc.identifierhttp://dx.doi.org/10.20873/uft.2525-4863.2018v3n2p519-2
dc.identifier.citationRevista Brasileira De Educacao Do Campo. Tocantinopolis: Univ Federal Tocantins, Campus Tocantinopolis, v. 3, n. 2, p. 519-548, 2018.
dc.identifier.doi10.20873/uft.2525-4863.2018v3n2p519-2
dc.identifier.issn2525-4863
dc.identifier.urihttp://hdl.handle.net/11449/166310
dc.identifier.wosWOS:000444377700009
dc.language.isopor
dc.publisherUniv Federal Tocantins, Campus Tocantinopolis
dc.relation.ispartofRevista Brasileira De Educacao Do Campo
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectYouth and Adult Education
dc.subjectEJA
dc.subjectMathematical Education
dc.subjectFormation of Concepts
dc.subjectProduction of Meanings
dc.subjectNegotiation of Mathematical Meanings
dc.titleMathematical education of young and adults: pedagogical implications of historical-cultural theoryen
dc.typeArtigo
dcterms.rightsHolderUniv Federal Tocantins, Campus Tocantinopolis

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