The relation to knowledge: a mapping with reflections in the field of Mathematics Education
This article aims to constitute a national panorama of stricto sensu researches that consider the charlotian perspective of the relationship with knowledge, approaching aspects related to teaching and learning mathematics. Therefore, it is characterized as a mapping taking as a database the Research...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Reflexão e Ação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/17730 |
| Acceso en línea: | https://seer.unisc.br/index.php/reflex/article/view/17730 |
| Access Level: | acceso abierto |
| Palabra clave: | Learn. Teach. Learn to teach. Mathematical knowledge. Charlot. Aprender. Enseñar. Aprender a enseñar. Conocimiento matemático. Ensinar. Aprender a ensinar. Saber matemático. |
| Sumario: | This article aims to constitute a national panorama of stricto sensu researches that consider the charlotian perspective of the relationship with knowledge, approaching aspects related to teaching and learning mathematics. Therefore, it is characterized as a mapping taking as a database the Research Network on the Relation to Knowledge (REPERES), Brazilian Digital Library of Theses and Dissertations (BDTD) and CAPES's Catalog of Theses and Dissertations. Among the results there are: 269 papers, most of which focus on students/scholars; 49 productions that emphasize mathematics concepts/content, in which the relationship with learning has a greater scope in accordance with the initial problematization. |
|---|