O artigo discute como o discurso da Matemática específica para ensinar tem proposto a condução da conduta de professores(as) de Matemática. Trata-se de um ensaio teórico decorrente de uma problematização foucaultiana que incidiu sobre estudos que tratam do Conhecimento Matemático para o Ensino, do Conhecimento Especializado do Professor de Matemática e da Matemática para o Ensino. Esse discurso põe em exercício diferentes tipos de poder, mobilizando estratégias e táticas a fim de acionar a tecnologia nomeada Tecnologia da Especificidade Matemática. Os resultados sugerem que as condutas disponibilizadas por esse discurso transitam entre a lógica individual e disciplinar à lógica governamental. ; The article discusses how the Mathematics discourse specific to teaching has proposed the conduct of mathematics teachers. It is a theoretical essay resulting from a Foucaultian problematization that focused on studies dealing with Mathematical Knowledge for Teaching, the Specialized Knowledge of the Math Teacher and Mathematics for Teaching. This discourse puts into practice different types of power, mobilizing strategies and tactics in order to activate the technology named Technology of Mathematical Specificity. The results suggest that the behaviors made available by this discourse move between individual and disciplinary logic to government logic.
Background: In the last decades in Brazil, the prescriptions of the official curricular documents of school mathematics have been constituted as a practice of successive governments. However, there is still little research on the participation of mathematics teachers and educators in the construction of these prescriptions. Objective: To present the perspective of the research collaborator in the general coordination of the PCNs (National Curriculum Parameters) in the area of Mathematics (3rd and 4th cycles of elementary education). Design: This is a qualitative research, with the production of a documentary source through interviews with thematic oral history procedures. Setting and participants: The research collaborator was professor Dr. Célia Maria Carolino Pires, and the interviews were conducted at her residence. Data collection and analysis: Oral sources were used, in the form of interviews with a researcher in the field of mathematics education, as well as written sources that complemented the necessary information. Results: This article presents a thematic section that, on the one hand, makes public the opinions of a person who actively participated in the elaboration and diffusion of the PCNs; and, on the other hand, it invites us to reflect on how - in the last 50 years in Brazil - primary school teachers have had the opportunity to be supporting/protagonists in terms of curriculum production, and how this production has been conducted and understood as a government policy (and political parties) and not a State policy. Conclusions: The article presents considerations made by a participant engaged in the process of elaborating and disseminating the Mathematics PCNs for the 3rd and 4th cycles of elementary education and - in addition - it was constructed to promote a reflection on more recent themes that include, for example, to think about how external assessments start to induce the production of curricula, functioning as thermometers that supposedly can capture the productivity indices of the school system and, at the same time, promote more symptoms of the illness they intend just to "gauge"
In 'The Oxford Handbook of Wittgenstein', Michael Potter's essay 'Wittgenstein on mathematics' offers not only an analysis on why Wittgenstein's philosophy of mathematics is so controversial among philosophers and mathematicians but also justifies such controversy. For that purpose, Potter emphasizes that Wittgenstein's discussions on math are unfinished. This article sheds light on some inconsistencies and contradictions pertaining Wittgenstein's mathematic thoughts which, although reinforcing the decade-long criticism on the author, did not interest scholars as much as Wittgenstein's comments on Kurt Gödel's incompleteness theorems and his dialogues with Alan Turing on the foundations of mathematics.
The mathematics teacher initial training has been the subject of discussion in the governmental spheres and in the Brazilian Societies of Mathematical Education and of Mathematics. As a consequence of this, we notice advances in some critical points, among which stands out - the excess of academic mathematics disarticulated from the school mathematics; and - the approximation of the mathematics education theoretical-methodological trends with the mathematics undergraduate courses curricular organization. However, there are still absent the conversations involving the different and varied dimensions that interfere in the teaching and learning process of school mathematics; and the different curriculum theories. As a result, the neutrality of mathematical knowledge and the excessive concern with the normative dimension of the curriculum continue being protagonists in the mathematics teacher initial training. In this sense, this article aimed to investigate aspects related to the perception and understanding of basic education mathematics teachers about the school subjects, the school, the school education and about being a math teacher. Methodologically, it is included in a quali-quantitative research approach, in which, in order to achieve the project's objectives, a field research, through a questionnaire available in the "Google docs", was carried out with the public network mathematics teachers from São Paulo state. Theoretically, it was based on studies about curriculum theories. It was tangible that the collaborating teachers are still very attached to the normative dimension of the curriculum, always prioritizing what to teach, how to teach and how to evaluate, without worrying about other dimensions (cultural, social, political) that interfere in the curriculum organization.of the school mathematics. ; A formação inicial do professor de matemática tem sido objeto de discussão nas esferas governamentais e nas Sociedades Brasileiras de Educação Matemática e de Matemática. Por consequência disso, percebe-se avanços em alguns pontos críticos, dentre os quais destaca-se – o excesso de matemática acadêmica desarticulada da matemática escolar; e – a aproximação das tendências teórico-metodológicas da educação matemática com a organização curricular dos cursos de licenciatura em matemática. Todavia, ainda estão ausentes as conversas envolvendo as distintas e variadas dimensões que interferem no processo de ensino e aprendizagem da matemática escolar; e as diferentes teorias do currículo. Em virtude disso, a neutralidade do conhecimento matemático e a excessiva preocupação com a dimensão normativa do currículo continuam sendo protagonistas na formação inicial do professor de matemática. Neste sentido, o presente artigo teve como objetivo investigar aspectos relacionados à percepção e entendimento de professores da disciplina de matemática na educação básica, acerca das disciplinas escolares, da escola, da educação escolar e do ser professor de matemática. Metodologicamente, incluiu-se numa abordagem quali-quantitativa de pesquisa, na qual, para alcançar os objetivos do projeto, realizou-se junto aos professores de matemática da rede pública do estado de São Paulo uma pesquisa de campo, por meio de questionário disponibilizado no "google docs". Teoricamente, fundamentou-se em estudos sobre teorias do currículo. Mostrou-se tangível que os professores colaboradores ainda estão muito presos à dimensão normativa do currículo, priorizando sempre o que ensinar, como ensinar e como avaliar, sem se preocuparem com outras dimensões (cultural, social, política) que interferem na organização curricular da matemática escolar.
