Teaching Mathematics: Epistemological foundation, meaning and learning

• Autor: Becker, Fernando
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: portugués
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/27076
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/27076
• Nivel de acceso: acceso abierto
• Materia: Epistemology of the mathematics teacher; Meaning of mathematics taught at school; Multiplication tables teaching; Algorithm memorization; Problem solving; Epistemología del profesor de matemáticas; Significado de las matemáticas enseñadas en la escuela; Enseñanza de las tablas de multiplicar; Memorización de algoritmos; Solución de problemas; Épistémologie de l’enseignant de mathématiques; Sens des mathématiques enseignées à l’école; Enseignement des tables de multiplication; Mémorisation d’algorithmes; Résolution de problèmes; Epistemologia do professor de matemática; Significado da matemática ensinada na escola; Ensino de tabuadas; Memorização de algoritmos; Resolução de problemas

Part of the research Epistemology Underlying Teaching Work is presented, with data collected in Peru, Chile and Uruguay, through interviews with 17 teachers. It aims to identify epistemological conceptions that underlie the teaching of Mathematics and verify whether such conceptions are similar to those found in Brazil. The objective is to apprehend the epistemological conceptions underlying the answers to questions 20-23 of the research. The result is the almost total lack of understanding that mathematical knowledge results from constructive processes. They attribute learning to teaching, without thematizing the origin of such capabilities or structures; they widely believe in its achievement by memorizing algorithms, putting creative processes such as problem solving in the background. The basic theoretical reference is Piagetian Genetic Epistemology.