Brazil: History and Trends in Mathematics Education

dc.contributorMiami University
dc.contributorUniversidade Estadual Paulista (UNESP)
dc.contributorUniversidade Federal de Alagoas
dc.date.accessioned2022-04-28T19:52:58Z
dc.date.accessioned2022-12-20T01:41:29Z
dc.date.available2022-04-28T19:52:58Z
dc.date.available2022-12-20T01:41:29Z
dc.date.created2022-04-28T19:52:58Z
dc.date.issued2014-01-01
dc.identifierMathematics and its Teaching in the Southern Americas: With an Introduction by Ubiratan D’ambrosio, p. 57-87.
dc.identifierhttp://hdl.handle.net/11449/223777
dc.identifier10.1142/9789814590570_0004
dc.identifier2-s2.0-85127719964
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5403906
dc.description.abstractThis chapter begins with a brief history of mathematics education in Brazil, contextualized within the socio-political and educational events in the country. Research in ethnomathematics and mathematical modeling provide the foundation for curriculum reform and teacher preparation initiatives that strive to achieve greater social justice and equity for Brazilian children.
dc.languageeng
dc.relationMathematics and its Teaching in the Southern Americas: With an Introduction by Ubiratan D’ambrosio
dc.sourceScopus
dc.subjectEquity
dc.subjectEthnomathematics
dc.subjectHistory of mathematics education
dc.subjectMathematical modeling
dc.subjectMathematics education
dc.subjectSocial justice
dc.titleBrazil: History and Trends in Mathematics Education
dc.typeCapítulos de libros


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