Conexões Matemáticas entre Professores em Cyberformação Mobile: como se mostram?

Rosa, Maurí­cio; Caldeira, João Paulo da Silva

doi:10.1590/1980-4415v32n62al6

Cited by 6 publications

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“…(Merleau-Ponty, 2006, p. 160) Thus, when we mention the body from a perspective of totality (Rosa & Caldeira, 2018), as previously announced, it makes no sense to consider it an object or an alienable from the world, from its context, but to think of the body in terms of movement, perception, language, and lived experience, which refers to immediate contact with life and the understanding of it. "The body is our vehicle of being in the world" (Rosa & Caldeira, 2018. p. 1076.…”

Section: What Is the Shape Of The Water? (Theoretical Framework)mentioning

confidence: 97%

“…Thus "understood," the meaning of the gesture is not behind it, it is confused with the structure of the world that the gesture draws and that on my account I resume, it is exposed in the gesture itselfjust as, in the perceptual experience, the meaning of the chimney is not beyond the sensitive spectacle and the chimney itself, just as my looks and my movements find it in the world. (Merleau-Ponty, 2006, p. 253) Our own body is a means of perception because "[...] through our body we are connected to the world, often launching ourselves towards this world" (Rosa & Caldeira, 2018, p. 1077, and this enables us to seek to understand the body language of mathematics teachers who teach equations. We then bring the data produced when filming two teachers who taught equations and analyse those data, seeking to answer our research question.…”

Section: What Is the Shape Of The Water? (Theoretical Framework)mentioning

confidence: 99%

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Two Fish Moving in their Seas: How does the Body Language of Teachers Show itself who Teach Mathematical Equations?

Rosa

Farsani

2021

Acta Sci.

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Background: “Culture hides much more than it reveals and, strangely enough, what it hides, it hides more effectively from its own participants” (Hall, 1959, p. 39). This quote corresponds well to a Persian proverb, also a well-known aphorism that has been widely cited in many ethnographic articles: “a fish will be the last to discover water.” Being immersed in water, surrounded by it, makes it invisible and almost impossible to perceive. In other words, we often do not know our interactional behaviour as mathematics teachers when we perform it in our usual and localised professional practice. Objective: To discuss mathematics teacher’s body language when teaching equations and thus perceive this language in terms of possible fruitful educational action when teaching equations in the classroom. Design: Qualitative methodology. Data collection and analysis: Based on theoretical references that deal with body language, corporeality, and perception, we analysed individually and comparatively the classes of two mathematics teachers who taught equations in Birmingham (United Kingdom) and Rolante (Brazil). Thus, particularly attentive to mathematical culture in the classroom and analysing the localised gestures in the teachers’ teaching of equations and the non-verbal behaviour, we can understand mathematics teaching through body movement, which often goes unnoticed. Results: We understand from the results of this research that perceiving the body language of mathematics teachers, which is produced with speech, gives us indications of the materialisation of the meanings attributed to the equation and how this will possibly affect the very constitution of the student’s mathematical knowledge, in terms of possible meanings attributed to each gesture. Conclusions: We consider that knowing the body language can favour the teacher’s teaching, i.e., metaphorically, knowing the sea can favour the fish to swim.

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Section: What Is the Shape Of The Water? (Theoretical Framework)mentioning

confidence: 97%

Section: What Is the Shape Of The Water? (Theoretical Framework)mentioning

confidence: 99%