Há sempre o que ensinar, há sempre o que aprender: como e por que educação matemática na terceira idade?

Lima, Luciano Feliciano de; Penteado, Miriam Godoy; Silva, Guilherme Henrique Gomes da

doi:10.1590/1980-4415v33n65a17

Cited by 9 publications

(5 citation statements)

References 7 publications

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“…During the activities, the project team tried to create an environment where the participants felt free to express themselves on any subject, related (or not) to the theme. The results discussed in this chapter are aligned with studies such as Lima (2015), Lima et al (2019), Grossi (2014) and Scagion (2018), since this type of educational work can foster seniors' self-esteem and provide opportunities for intergenerational dialogue by sharing their knowledge and experiences. In addition, the attitudes of the participants regarding asking questions, taking notes and carrying out some of the activities in their homes also evidences their commitment and willingness to learn.…”

Section: Final Remarkssupporting

confidence: 85%

Landscapes of Investigation

2022

Studies on Mathematics Education and Society

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Creating landscapes of investigation is a primary concern of critical mathematics education. It enables us to organise educational processes so that students and teachers are able to get involved in explorations guided by dialogical interactions. It attempts to address explicit or implicit forms of social injustice by means of mathematics, and also to promote a critical conception of mathematics, challenging the assumption that the subject represents objectivity and neutrality. Landscapes of Investigation provides many illustrations of how this can be done in primary, secondary, and university education. It also illustrates how exploring landscapes of investigation can contribute to mathematics teacher education programmes. This edited volume is the result of a collaboration established through the Colloquium in Research in Critical Mathematics Education, which took place in 2016, 2018, and 2019 in Brazil. Its twenty-eight contributors are young researchers from Brazil, Chile, Colombia, India, Mexico and the USA, who are dedicated to the further development of critical mathematics education. Organised in eighteen chapters, the volume presents examples of engaging students from a diversity of social and economic backgrounds, age ranges, and abilities across different countries. The chapters present original findings on the social aspects of all levels of mathematics education. Landscapes of Investigation is of particular relevance to those with an interest in the potential of mathematics education to challenge social injustices.

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Section: Final Remarkssupporting

confidence: 85%

Landscapes of Investigation

2022

Studies on Mathematics Education and Society

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“…As in Lima et al (2019), this study showed that the engagement of the seniors with landscapes of investigation allows them to develop creativity through the exposure of ideas and sharing of conclusions, leading to the emergence of different solutions to a problem and production of knowledge. In both meetings, the seniors interacted/ collaborated actively (Fig.…”

Section: Seniors' Engagement In a Landscape Of Investigationmentioning

confidence: 69%

5. Mathematics Embedded in Community-Based Practices

Bose¹

2022

Landscapes of Investigation

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Low-income settlements with diverse income-generating work practices dispersed among households create opportunities and affordances for learning, which have mathematical elements embedded in them. Drawing from the community’s rich knowledge resource (funds of knowledge), children from the neighbourhood learn to assimilate knowledge, competence, and skills. Out-of-school mathematical knowledge equips them to handle complex situations calling for quick decision-making and optimising resources and profits. Deals are negotiated following several variables, and cases of unjust wages and payments are aplenty. This chapter argues that such backdrops could form landscapes of investigation, and that the handling of or limited access to diverse goods—as well as the optimising of resources and decision-making processes—create different possibilities for not just dealing with mathematical knowledge but also questioning unfair work deals and examining social injustice. Such landscapes of investigation provide direction beyond the exercise paradigm, towards an enabling pattern of critical communication.

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“…In Figure 8, which illustrates the measurement of bodies, we noticed a more significant interaction between the seniors and the project team. Also, as in Lima et al (2019), the analysis indicated that the seniors' engagement in a landscape of investigation fostered the production of mathematical knowledge. For example, when the seniors drew the golden rectangle with a ruler and a compass in the first activity, they did not find it hard to use them to construct the rectangle nor to calculate the golden ratio, using two different strategies: while some seniors calculated the ratio between the measurement of the larger side (AE) and the smaller side (AD), others calculated the ratio between the measurement of segments AB and BE, as shown in Figure 9.…”

Section: Seniors' Engagement In a Landscape Of Investigationmentioning

confidence: 90%

11. Inclusive Landscapes of Investigation

Skovsmose¹

2022

Landscapes of Investigation

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By means of two examples, one concerning polygons and one concerning erosions of democracy, I characterise the conception of inclusive landscapes of investigation. These are teaching-learning environments that are accessible for everybody, and invite dialogue across differences. This brings me to refer to universal design, which provides a broader perspective on the construction of inclusive environments. Finally, I relate the concept of critique to the characteristics of inclusive landscapes of investigation.

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Há sempre o que ensinar, há sempre o que aprender: como e por que educação matemática na terceira idade?

Cited by 9 publications

References 7 publications

Landscapes of Investigation

Landscapes of Investigation

5. Mathematics Embedded in Community-Based Practices

11. Inclusive Landscapes of Investigation

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