Creative thinking in the didactic practice of teachers who teach mathematics
This article presents the results of a doctoral research whose approach is qualitative, with six teachers who teach mathematics in basic education in Curitiba and the metropolitan region as participants. The objective of this text is to present, from the voices of the participants, "creativity&...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8672172 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8672172 |
| Access Level: | acceso abierto |
| Palabra clave: | Creativity Teaching practice Complex thinking Complexity Modeling Criatividade Prática docente Complexidade Modelização Pensamento complexo |
| Sumario: | This article presents the results of a doctoral research whose approach is qualitative, with six teachers who teach mathematics in basic education in Curitiba and the metropolitan region as participants. The objective of this text is to present, from the voices of the participants, "creativity" as one of the subsidies arising from the didactic practice with an approach in geometry through the modeling method. The theoretical support is in Morin (2005; 2011; 2012; 2019), Moraes (2015; 2019), Brandt (2016), Suanno (2016), Torre (2005; 2008), Góes (2021) and Guérios et al. (2022). Creative thinking is evidenced as one of the elements of complex thinking, present in the essence of the teacher who teaches mathematics and, in addition, "Being creative" is presented as an emerging construct of the relationships and intertwining of the subsidies "creativity" and "creating and recreate” essential and constitutive part of a complex formation. |
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