Interlaces between mathematical discourse and Critical Mathematics Education: revealing relationships between the use of words and social backgrounds in problem solving
Keywords:
Materacy, Mathematics Literacy, Linguistic Processes, Mathematics Text, LanguageAbstract
This research discusses mathematics from a socio-discursive perspective and seeks for links between mathematical discourse and Critical Mathematics Education. Objectively, it seeks to identify relationships between the words use and social/cultural backgrounds of students in the final years of Elementary School for problem solving. The research is based on the cognitive theory of Anna Sfard and on the Critical Mathematics Education proposed by Ole Skovsmose. It is research with a qualitative approach, of an exploratory nature. The instrument used was a problem-solving test designed for students in the final years of Elementary School. The analyzes make it possible to identify that the relationships between the words use and the students' social/cultural backgrounds emerge as a promising tool in problem solving, which tend to contribute to the understanding of the problem situation and to the development of students' math skills.
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