Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 12 Núm. 3 (2009): Noviembre

BEYOND THE CLASSROOM WALLS: HELPING TEACHERS RECOGNIZE MATHEMATICS OUTSIDE OF THE SCHOOL

Enviado
mayo 15, 2024
Publicado
2009-11-27

Resumen

Los maestros de primaria con frecuencia luchan para conectar las matemáticas con las experiencias cotidianas. Esto puede ser debido a que los maestros, quienes enseñan matemáticas y los profesionales en el campo de las matemáticas constituyen dos grupos distintos, y es así que pertenecen a comunidades etnomatemáticas de práctica muy diferentes ya que usan distintos algoritmos y vocabularios para explorar conceptos matemáticos similares. Este artículo está constituido por una revisión a la literatura sobre este tema y un reporte de investigación de una iniciativa de desarrollo profesional al respecto. Participaron seis maestros en este proyecto de desarrollo profesional durante una semana, en el que se les expuso a ideas y conceptos relacionados, pero distintos de las matemáticas del salón de clases. Al término de la semana, todos los maestros articularon conexiones más amplias y más profundas entre sus prácticas de aula y las matemáticas fuera de la escuela. Este trabajo sugiere que los maestros necesitan más estímulo y apoyo para explorar los límites entre el salón de clases y los usos profesionales de las matemáticas. De esa manera, los maestros podrán ayudar a sus propios estudiantes a reconocer la importancia de las matemáticas fuera del salón de clases.

Citas

  1. Bajaj, V., & Grynbaum, M. (2008). For stocks, worst single-day drop in two decades. Timex. Bakalar, N. (2006, June 20). In medicine, acceptable risk is in the eye of the beholder. The New York Times. p. F5.
  2. Barton, A. C. Tan, E. & Rivert. A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.
  3. Bshop, A. J, Clarke, B., Corrigan, D., & Gunstone, D. (2006) Values in mathematics and science education: researchers' and teachers' views on the similarities and differences. For the Learning of Mathematics. 26(1), 7-11.
  4. Bransford, J D. Brown, A. L, & Cocking, R. R. (Eds.). (2000) How People Learn, Brain, Mind Experience, and School Washington DC National Academy Press
  5. Burton, G. M., & Maletsky, E. M. (1999). Middle School II Math Advantage, Orlando, FL Harcourt
  6. Cardiothoracic Associates of Hawaii LLC (2004) Heart Positioner. Retrieved July 1, 2007, from http://www.beartsurgery-hawan.com/surgical_videos.htm
  7. Charles, R. I., Crown, W., & Fennell, F. S. (2004) New York Mathematics (Grade 6). Glenview, IL Pearson Scott Foresman
  8. Charmaz, K. (2006). Constructing grounded theory a practical guide through qualitative analysis. Thousand Oaks, CA Sage
  9. Christiansen, L. M. (2007) Some tensions in mathematics education for democracy TMME Monograph 1, 49-62
  10. Clements, D. H., Jones, K. W., Moseley, L. G., & Schulman, L. (1999) Math in my World, Grade 5.New York: McGraw Hill.
  11. Creswell, J. W (2007). Qualitative Inquiry and Research Design. Choosing Among Five Approaches (2nd ed.) Thousand Oaks, CA: SAGE
  12. D'Ambrosio, U (2006a). Ethnomathematics Rotterdam. Sense Publishers.
  13. D'Ambrosio, U. (20066). The program etlinomathematics a theoretical basis of the dynamics of intra-cultural encounters. The Journal of Mathematics and Culture, 1(1), 1-7
  14. Dahl, B. (2005). A comparison of the Danish and the Virginia secondary teacher education system: Their values and emphasis on mathematics content knowledge. The Montana Mathematics Enthusiast. 2(2), 93-106
  15. Delpit, L. (2006) Lessons from Teacliers, Journal of Teacher Education, 57(3), 220-231.
  16. Donnell, K., & Harper, K. (2005). Inquiry in teacher education competing agendas. Teacher Education Quarterl): 32(3), 153-165.
  17. Easley, L. M. (2005), Cemeteries as Science Labs. Science Scope, 29(3), 28-32
  18. EepyBird com Productions (2006) Diet Coke and Mentos, Retrieved May 13, 2007, from http://www.youtube.com/watch?v=hKoB0MHVBVM
  19. Empson, S B (2002) Is Teaching Mathematics for Understanding Sufficient? Journal of Curriculum Studies, 34(5), 589-602
  20. Fit:Simons, G. (2002) What counts as mathematics? Technologies of power, in adult and vocational education (Vol. 28). Boston Kluwer Academic Publishers
  21. Friedman, R. (2005, April 26). Mix Math and Medicine and Create Confusion. The New York Times. p. DII
  22. Gainsburg, J. (2006) The mathematical modeling of structural engineers. Mathematical Thinking and Learning 8(1), 3-36,
  23. Garni, B., & Okumo, L. (2008). Mathematics and the world: what do teachers recognize as mathematics in real world practice? The Montana Mathematics Enthusiast, 5(2&3), 291-304.
  24. Gerofsky, S. (2004), A Man Left Albuquerque Heading East. New York: Peter Lang
  25. Gerofsky, S. (2006) Communication: simulation, reality, and mathematical word problems. For the Learning of Mathematics, 26(2), 30-32
  26. Greshner, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2), 181-188.
  27. Gutstein, E. (2006). Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. New York: Routledge
  28. Gutstein, E. (2007) Connecting community, critical, and classical knowledge in teaching mathematics for social justice. TMME Monograph, 1, 109-118.
  29. Hannaford, C. (1998) Mathematics Teaching is Democratic Education. Zentralblatı fur Didaktik der Mathematiks. 98(6), 181-187
  30. Hastings, C. (2007, February 2) More regarding teachers of math. Retrieved February 2, 2007, from http://groups.yahoo.com/group/eddra/
  31. Hill, H. C. Rowan, B., & Ball, D. L (2005) Effects of teachers' mathematical knowledge for teaching on student achievement. American Education Research Journal, 42(2), 371-406.
  32. Hoyles, C, Newman, K., & Noss, R. (2001) Changing patterns of transition from school to university mathematics. Internatian Journal of Education in Science and Technology, 32(6), 829-845
  33. Kathmandu University School of Education (2008) Developing Culturally Contextualised Mathematics Resource Materials: Capturing Local Practices of Tamang and Gopali Communities Kathmandu, Nepal: UNESCO Office in Kathmandu.
  34. Kennedy, M. M. (2006) Knowledge and vision in teaching Journal of Teacher Education, 57(3). 205-211
  35. Koirala, H. P. & Bowman, J. K. (2003). Preparing middle level preservice teachers to integrate mathematics and science problems and possibilities. School Science and Mathematics. 103(3) 145-154
  36. Lave, J. & Wenger, E. (1998) Communities of Practice Learning, Meaning, and Identity. Cambridge UK Cambridge University Press
  37. Linder, C., & Marshall, D. (2003). Reflection and phenomenography towards theoretical and educational development possibilities Learning and Instruction, 13, 271-294.
  38. Ma. L. (1999). Knowing and teaching elementary mathematics teachers understanding of fundamental mathematics in China and the United States Mahwah, N.J.: Lawrence Erlbaum Associates
  39. Maletsky, E M. (2004) Harcourt Math (Grade 6). Orlando, FL: Harcourt.
  40. Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography. Higher Education Research and Development, 24(4), 335-348.
  41. Masingila, J. O. (1996). The mathematics practice of carpet layers: a closer look at problem solving in context. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
  42. Moreira, P. C., & David, M. M. (2007). Academic mathematics and mathematics knowledge needed in school teaching practice: some conflicting elements. Journal of Mathematics Teacher Education, 11, 23-40.
  43. Moustakas, C. (1994). Phenomenlogical Research Methods. Thousand Oaks, CA. SAGE
  44. Mukhopadhuyay, S., & Greer, B. (2007). How many deaths? Education for statistical empathy. The Montana Mathematics Enthusiast, Monograph 1, 119-135.
  45. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author
  46. National Council of Teachers of Mathematics. (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. Reston, VA: National Council of Teachers of Mathematics.
  47. National Mathematics Advisory Panel. (2008) Foundations for Success: The Final Report of the National Mathematics Advisory Panel, Washington, DC: U.S. Department of Education.
  48. Nicol, C. (2002). Where's the math? Prospective teachers visit the workplace. Educational Studies in Mathematics, 50, 289-309
  49. Noddings, N. (2008). All our students thinking. Educational Leadership, 65(5), 8-13.
  50. Noss, R., Hoyles, C., & Pozzi, S. (2002). Abstraction in expertise: a study of nurses conceptions of concentration. Journal for Research in Mathematics Education, 33(3), 204-229.
  51. Project SMART. (2008). About Project Smart. Retrieved July 30, 2008, from http://www.oswego.edu/academics/colleges_and_departments/departments/curriculum_and_instruction/project smart/about.html
  52. QSR International. (2006). NVIVO 7. Australia: QSR Internation Pty. Ltd.
  53. Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2007) Helping Children Learn Mathematics (8th ed.). Hoboken, NJ: John Wiley and Sons
  54. Richards, L. (2005). Handling Qualitative Data A Practical Guide. Thousand Oaks, CA: Sage. Rubin, A., & Mokros, J. (2004). Investigations in Number, Data, and Space. Tables and Graphs. Patterns of Change White Plains, NY. Daley Seymour.
  55. Schiesel, S. (2005, February 6). What Are the Chances? Computer Tools Refine the Ability to Understand the Odds of Catastrophe. The New York Times, pp. E1, E6.
  56. Schoenfeld, A. H (2007) Problem solving in the United States, 1970-2008: research and theory. practice and politics ZDM Mathematics Education, 39, 537-551.
  57. Sheffield, L. J., & Cruikshank, D. E. (2005). Teaching and Learning Mathematics Pre-Kindergarten through Middle School (5th ed.). Hoboken, N.J. Wiley Jossey-Bass Education.
  58. Shockey, T. (2006). Left-ventricle reduction through an ethnomathematics lens. For the Learning of Mathematics, 26(1), 2-6.
  59. Summt, E. (2001). Citizenship education in the context of school mathematics, Canadian Social Studies Journal (Vol. 35)
  60. Skovsmose, O (2005) Foregrounds and politics of leaming obstacles. For the Learning of Mathematics, 25(1), 4-10.
  61. Stephens, P. G. (2006). A Real Community Bridge: Informing Community-Based Learning through a Model of Participatory Public Art. Art Education, 59(2), 40-46
  62. This Old House television. (2007, July 1, 2007). How to Install Wall-to-Wall Carpeting, from http www.thisoldhouse.com/toh/video/0,,1639437,00.html
  63. Tierney, C., Nemirovksy, R., Noble, T., & Clements, D. H. (2004). Investigations in Number. Data and Space. Data: Kids, Cats, and Ads. (Statistics). White Plains, NY: Dale Seymour.
  64. University of Chicago School Mathematics Project (2004). Third Grade Everyday Mathematics Teachers Lesson Guide Volume 2. Chicago: SRA/McGraw Hill.
  65. Valero, P. (2001), Social Justice and Mathematics Education: Gender, Class, Ethnicity, and the Policy of Schooling ZDM. 33(6), 187-191
  66. Valero, P. (2008). In between reality and utopia, a socio-political research agenda for mathematics education in situations of conflict and poverty Paper presented at the Fifth International Mathematics Education and Science Conference, Lisboa
  67. Van Oers, B. (2001). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics 46,59-85.
  68. Wenger, E. (2006). Communities of Practice, A Brief Introduction. Retrieved October 1, 2008, from http://www.ewenger.com/theory/index.htm

Descargas

Los datos de descargas todavía no están disponibles.

Artículos similares

<< < 21 

También puede {advancedSearchLink} para este artículo.