The modern math movement(s): an essay on how elementary school teachers in Brazil gave meaning to it

dc.contributorUniversidade Estadual Paulista (UNESP)
dc.creatorSouza, Luzia Aparecida de
dc.creatorGarnica, Antonio Vicente Marafioti
dc.date2014-12-03T13:08:42Z
dc.date2016-10-25T20:08:42Z
dc.date2014-12-03T13:08:42Z
dc.date2016-10-25T20:08:42Z
dc.date2013-11-01
dc.date.accessioned2017-04-06T06:13:36Z
dc.date.available2017-04-06T06:13:36Z
dc.identifierRevista Latinoamericana de Investigacion En Matematica Educativa-relime. San Pedro Zacatenco: Clame-comite Latinoamericano Mat Educ, v. 16, n. 3, p. 369-393, 2013.
dc.identifier1665-2436
dc.identifierhttp://hdl.handle.net/11449/111499
dc.identifierhttp://acervodigital.unesp.br/handle/11449/111499
dc.identifierWOS:000327681000005
dc.identifierS1665-24362013000300005.pdf
dc.identifierhttp://dx.doi.org/10.12802/relime.13.1634
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/922276
dc.descriptionThe main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur's Hermeneutics, John Thompson's Depth Hermeneutics and Bolivar's narrative analysis.
dc.languagespa
dc.publisherClame-comite Latinoamericano Mat Educ
dc.relationRevista Latinoamericana De Investigacion En Matematica Educativa-relime
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectModern Maths
dc.subjectAttribution of meanings
dc.subjectAppropriation/mobilization
dc.subjectHistory of Mathematics Education
dc.subjectBasic Education
dc.titleThe modern math movement(s): an essay on how elementary school teachers in Brazil gave meaning to it
dc.typeOtro


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