This paper discusses the problem of social exclusion, reported to be intrinsically connected to mathematical teaching, from the perspective of Hegel's philosophy and Lacan's psychoanalysis. It provides a characterization of mathematics from a language viewpoint discusses the perennial demand for more mathematical achieving from the perspective of hysterics and obsessive symptoms and shows how desire is linked with the choice of values in assessment.KEY WORDS: Hegel, Lacan and Zizek, inclusion and diversity, language and communication, mathematics education and psychoanalysis
Neste trabalho trazemos para o debate concepções e questões sobre a função e o uso de computadores no ensino e na aprendizagem das matemáticas em um curso de engenharia, em modo presencial. Apresentamos: (1) concepções sobre a relação entre tecnologia, educação matemática e educação em engenharia; (2) concepções para o ensino e a aprendizagem em um curso de engenharia específico e (3) uma proposta de ambiente.
We criticize the polysemy of the signifier “mathematics”. Its commonsense meaning should not be considered enough to ground mathematics education. We describe a form of speech emerging in Ancient Greece, originated from the social necessity to avoid intra-family clashes by means of precise agreements, written laws, and democratic dialog in a singular historical situation. This form of speech emerged together with coinage, was made numerically precise with the Pythagorean movement, and logically precise after the crisis unleashed by Russell’s paradox in the beginning of the last century. We show how this form of speech has developed in history together with communities that came to be known as “exact sciences”, among which is Mathematics, a distinguished community of speech. We end the paper suggesting a political agenda for mathematics education.
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