Mathematizing on rural properties in Piedmont, North of Itapicuru
This article deals with the mathematization of classroom knowledge objects with the social context, understanding the elements of Ethnomathematics as an interdisciplinary field of mathematics and philosophy. Thus, the objective of the study was to understand the development of mathematization in Eth...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/22332 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/22332 |
| Access Level: | acceso abierto |
| Palabra clave: | Etnomatemática Matematização Interdisciplinar Contexto Social Ethnomathematics Mathematization Interdisciplinary Social Context Matematización Interdisciplinariedad |
| Sumario: | This article deals with the mathematization of classroom knowledge objects with the social context, understanding the elements of Ethnomathematics as an interdisciplinary field of mathematics and philosophy. Thus, the objective of the study was to understand the development of mathematization in Ethnomathematics in an interdisciplinary way, applied in the classroom and in social practices in a community in the Northern Piedmont of Itapicuru. The methodological elements describe how the work was organized, guiding the necessary steps to achieve the proposed objective. In addition, the theoretical references sought to discuss the employability of such concepts in social practice. In the first, meaning Ethnomathematics as a field of knowledge that cannot be separated from the classroom and the social context of the subjects, in the second, describing the role of interdisciplinarity as a bridge to the mathematization of knowledge. The results reveal that Interdisciplinary Ethnomathematics applied to the social context motivated students in the classroom, contributing to a more engaging learning environment. In the end, it was demonstrated that the producers' mathematization practices, “land cubing” are relevant to teaching the objects of knowledge of geometry through the areas of flat figures and arithmetic, in the four basic operations. |
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