EXPERTS AND MATHEMATICS CURRICULUM
The article aims to discuss the role of so-called experts in the curriculum production movement for teaching and training mathematics teachers. In addition to this objective, the text presents the Dictionary of Experts as an important empirical basis for opening up new research possibilities on math...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/13033 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13033 |
| Access Level: | acceso abierto |
| Palabra clave: | Math Teaching Expert Curriculum History Matemática Ensino Currículo História Matemáticas Enseñanza Experto Curriculo Historia |
| Sumario: | The article aims to discuss the role of so-called experts in the curriculum production movement for teaching and training mathematics teachers. In addition to this objective, the text presents the Dictionary of Experts as an important empirical basis for opening up new research possibilities on mathematics curricula. The study uses as theoretical and methodological references the concept of expert from authors such as Peter Burke, Rita Hofstetter and Bernard Schneuwly, among others. Highlighted is the analysis of the development of new mathematical knowledge objectified in a given curriculum documentation. How would it have been made? What processes led to its establishment? How to understand that certain knowledge has been privileged and not others? What articulations were established between the mathematics to be present in teaching and that of teacher training given by the curriculum documentation? Such questions lead to the conclusion that, through studies of experts' actions, it is possible to understand, at a given moment, the complex elements present in the construction of curricular documents in terms of the production of new knowledge. |
|---|