STUDIES OF INTERDISCIPLINARY PEDAGOGICAL PRACTICES: FROM THE CONTENT ANALYSIS TO REFLECTION ON MATHEMATIC’S TEACHING
This paper discusses the interdisciplinarity as an effective pedagogical practice in the socialization of mathematical knowledge, considering the theoretical presuppositions of the research in Mathematics Education. For to reach the objective, developed a qualitative study, using the Content Analysi...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2018 |
| País: | Brasil |
| Recursos: | Universidade do Estado da Bahia (UNEB) |
| Repositório: | Cenas Educacionais |
| Idioma: | português |
| OAI Identifier: | oai:revistas.uneb.br:article/5138 |
| Acesso em linha: | https://www.revistas.uneb.br/cenaseducacionais/article/view/5138 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Pedagogical practices Interdisciplinarity Content Analysis Mathematic. Prática pedagógica Interdisciplinaridade Análise de Conteúdo Matemática |
| Resumo: | This paper discusses the interdisciplinarity as an effective pedagogical practice in the socialization of mathematical knowledge, considering the theoretical presuppositions of the research in Mathematics Education. For to reach the objective, developed a qualitative study, using the Content Analysis of the thematic type on the scientific production published by the Journal "Mathematical Education Research (EMP)". In the universe of 608 texts published by EMP, between 2004 and 2012, an exploratory survey was carried out in 162 articles, of which 9 (nine) were selected that addressed research results referring to pedagogical practice in Mathematics classes. In front of this analysis of the thematic and the studies in Fazenda (1995, 1996, 2003), Japiassu (1976) and Lenoir (1998), it was identified that, although publications cover implicit dialogues between Mathematics and other disciplines, pedagogical practices evident in the articles didn’t denote an interdisciplinary pedagogical practice in the teaching of Mathematics, implying a new way of thinking Mathematical Education. |
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