ENTENDIENDO LA CLASE DE MATEMÁTICA

Raimundo A. Olfos

Artículos

Vol. 4 N.º 1 (2001): Marzo

ENTENDIENDO LA CLASE DE MATEMÁTICA

Raimundo A. Olfos^▸^▾

PDF (espanhol)

Submetido: março 11, 2025
Publicado: março 31, 2001

Resumo

O estudo em causa, parte da suposição de que é recomendâvel alcançar uma compreensâo do funcionamento da aula de matemática em condições nâo experimentais para dirigir a inovação curricular no nosso sistema escolar. Sobre a base da suposição anterior fez-se um planejamento de estudo com o propósito de abstrair um modelo da aula de matemática (Olfos, 1993), que forneça elementos primarios para a confecção futura duma teoria a qual vai estructurar o ensino da matemática escolar no nível intermedio. Adoptau-se uma aproximação qualitativa no estudo de quatro grupos, cursos da oitava classe da primaria. Utilizou-se a técnica de observação participativa com um enfoque etnográfico no trábalho de campo. Os análises se efectuaram de maneira independente em cada uma das quatro turmoas os procedimentos da teoria desde a base (Strauss & Corbin, 1990), construindo assim os modelos (descritivos) dessas “aulas de matemáticas”. Finalmente desenvolveu-se um modelo general da aula de matemática, o qual resultou ter seu eixo central no “cómo a aula de matemática é levada adiante pela subjetividade do professor”.

Referências

Brophy, J. (1987). Educating Teachers about Managing Classrooms and Students. Lansing, Michigan State University, Institute for Research on Teaching.
Brophy, J. & Good T. L. (1986). Teacher Behavior and Student Achievement. En M. C. Wittrock, (Ed.), Handbook of Research on Teaching. (3a. ed). Nueva York, EE. UU.: Macmillan.
Carlsen, W. (1988). The Effects of Science Teacher Subject-Matter Knowledge on Teacher Questioning and Classroom Discourse. Disertación doctoral no publicada, StanfordUniversity, Stanford.
Clandinin, D. & Connelly F. (1987). Teachers Personal Knowledge: what counts as "personal" in Studies of the Personal. J. Curr. Stud. 19(6), 487-500.
Cohen, R. M. (1991). A Lifetime of Teaching: Portraits of Five Veteran High School Teachers. Nueva York, EE. UU.: Teachers College Press.
Connelly, F. M. & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher 19, 2-14.
Corbin, J. & Strauss, A. (1990). Grounded Theory method: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology. Forthcoming.
Delamont, S. (1984). La Interacción Didáctica. Madrid, España: Cincel-Kapeluz.
Doyle, W. (1986). Classroom Organization and Management. En M. C. Wittrock (Ed.), Handbook of Research on Teaching. (3a. ed.). Nueva York, EE. U.: Macmillan.
Duffy, G. G. & McIntryre, L. D. (1982). A Naturalistic Study of Instructional Assistance in Primary-Grade reading. Elementary School Journal 83, 15-23.
Eisner, E. & Vallance, E. (1974). Conflicting conceptions of Curriculum. Berkeley, California, EE. UU.: Mc Cuthan Publishing Corporation.
Evans, J. (1982). Teacher Strategies and Pupil. Identities in Mixed Ability Curriculum: A Case of Study. Tesis de doctorado, Chelsea College, Londres, Gran Bretaña.
Feurstein, R. et al. (1980). Instrumental Enrichment an Intervention program for Cognitive modifiability. Baltimore, EE. UU.: University Park Press.
Giroux, H. A. (1983). Theory and Resistance. En Education South Handley, Mass, Bergin & Garvey Publishers.
Glaring, F. & Epstein, P. (1988). Learning to Wait: At Ethnographic Probe into the Operations of an Item of Hidden Curriculum. En G. Spinder (Ed.), Doing The Ethnography of Schooling. Illinois, EE. UU.: Waveland.
Grimmett, P. P. & Mackinnon, A. M. (1992). Craft knowledge and the educational of teachers. En G. Grabt (Ed.), Review of Research in Education. Washington, EE. UU.: American Educational Research Association.
Jackson, P. (1968). Life In Classrooms. Nueva York, EE. UU.: Holt, Rinehart & Winston.
Leinhardt, G. (1988). Expertise in instructional lessons: An example form fractions. En D. A. Grouws (Eds.), Perspectives on Research on Effective mathematics teaching. Reston, VA:National Council of Teachers of Mathematics.
Louden, W. (1991). Understanding teaching: Continuity and Change in Teacher's Knowledge. Nueva York, EE. UU.: Nueva York College Press.
Lundgren, U. P. (1977). Model Analysis of pedagogical Process. Stockholm: Almquist & Wiksell.
Lyncoln, Y. & Guba, E. (1985). Naturalistic Inquiry. California, EE. UU.: Sage.
Mumby, H. (1983). A qualitative Study of Teachers Beliefs and Principles. Annual Meeting of The American Educational Research Association, Montreal, Canadá.
Olfos, R. A. (1987). Objetivos y Contenidos de la Componente Matemática del Currículum Escolar: Visión de los Profesores. Disertación no publicada: Magister en Educación Matemática. Universidad de Santiago de Chile.
Olfos, R. A. (1992). Habilidades Intelectuales de Orden Superior. Reporte de investigación. Chile: Proyecto FONDECYT Nº. 65-1990.
Olfos, R. A. (1993). Higher Order Intellectual Abilities in mathematics Class. Disertación doctoral no publicada. Cardiff College, University of Wales.
Peterman, F. P. (1991). An Experienced Teacher's Emerging Constructivist Beliefs about Teaching and Learning. Annual Meeting of the American Educational Research Association. Chicago: EE. UU.: Pope & Scott, 1984.
Scechtman, Z. (1989). The Contribution of Interpersonal Behavior Evaluation to the Prediction of Initial Teaching Success: A Research Note. Teaching and Teacher Education 5, 243-248.
Sinclair, J. & Couthard, M. (1975). Towards an Analysis of Discourse: The Language of Teachers and Pupils. Londres. Gran Bretaña: Oxford University Press.
Stein, M. K. et al. (1990). Subject-matter Knowledge and Elementary Instruction: A case from Functions and Graphing. American Educational Research Journal 27, 639-663.
Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, California, EE. UU.: Sage.
Wallin, E. (1979). Changing the game. Journal of Curriculum Studies 11, 183-186.
Wilson, S. M. & Wineburg, S. S. (1988). Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History. Teachers College Record 89, 525-539.

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Olfos, R. A. (2001). ENTENDIENDO LA CLASE DE MATEMÁTICA. Revista Latinoamericana de Investigación en Matemática Educativa, 4(1), 23-43. https://www.relime.org/index.php/relime/article/view/606

[1] Brophy, J. (1987). Educating Teachers about Managing Classrooms and Students. Lansing, Michigan State University, Institute for Research on Teaching.

[2] Brophy, J. & Good T. L. (1986). Teacher Behavior and Student Achievement. En M. C. Wittrock, (Ed.), Handbook of Research on Teaching. (3a. ed). Nueva York, EE. UU.: Macmillan.

[3] Carlsen, W. (1988). The Effects of Science Teacher Subject-Matter Knowledge on Teacher Questioning and Classroom Discourse. Disertación doctoral no publicada, StanfordUniversity, Stanford.

[4] Clandinin, D. & Connelly F. (1987). Teachers Personal Knowledge: what counts as "personal" in Studies of the Personal. J. Curr. Stud. 19(6), 487-500.

[5] Cohen, R. M. (1991). A Lifetime of Teaching: Portraits of Five Veteran High School Teachers. Nueva York, EE. UU.: Teachers College Press.

[6] Connelly, F. M. & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher 19, 2-14.

[7] Corbin, J. & Strauss, A. (1990). Grounded Theory method: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology. Forthcoming.

[8] Delamont, S. (1984). La Interacción Didáctica. Madrid, España: Cincel-Kapeluz.

[9] Doyle, W. (1986). Classroom Organization and Management. En M. C. Wittrock (Ed.), Handbook of Research on Teaching. (3a. ed.). Nueva York, EE. U.: Macmillan.

[10] Duffy, G. G. & McIntryre, L. D. (1982). A Naturalistic Study of Instructional Assistance in Primary-Grade reading. Elementary School Journal 83, 15-23.

[11] Eisner, E. & Vallance, E. (1974). Conflicting conceptions of Curriculum. Berkeley, California, EE. UU.: Mc Cuthan Publishing Corporation.

[12] Evans, J. (1982). Teacher Strategies and Pupil. Identities in Mixed Ability Curriculum: A Case of Study. Tesis de doctorado, Chelsea College, Londres, Gran Bretaña.

[13] Feurstein, R. et al. (1980). Instrumental Enrichment an Intervention program for Cognitive modifiability. Baltimore, EE. UU.: University Park Press.

[14] Giroux, H. A. (1983). Theory and Resistance. En Education South Handley, Mass, Bergin & Garvey Publishers.

[15] Glaring, F. & Epstein, P. (1988). Learning to Wait: At Ethnographic Probe into the Operations of an Item of Hidden Curriculum. En G. Spinder (Ed.), Doing The Ethnography of Schooling. Illinois, EE. UU.: Waveland.

[16] Grimmett, P. P. & Mackinnon, A. M. (1992). Craft knowledge and the educational of teachers. En G. Grabt (Ed.), Review of Research in Education. Washington, EE. UU.: American Educational Research Association.

[17] Jackson, P. (1968). Life In Classrooms. Nueva York, EE. UU.: Holt, Rinehart & Winston.

[18] Leinhardt, G. (1988). Expertise in instructional lessons: An example form fractions. En D. A. Grouws (Eds.), Perspectives on Research on Effective mathematics teaching. Reston, VA:National Council of Teachers of Mathematics.

[19] Louden, W. (1991). Understanding teaching: Continuity and Change in Teacher's Knowledge. Nueva York, EE. UU.: Nueva York College Press.

[20] Lundgren, U. P. (1977). Model Analysis of pedagogical Process. Stockholm: Almquist & Wiksell.

[21] Lyncoln, Y. & Guba, E. (1985). Naturalistic Inquiry. California, EE. UU.: Sage.

[22] Mumby, H. (1983). A qualitative Study of Teachers Beliefs and Principles. Annual Meeting of The American Educational Research Association, Montreal, Canadá.

[23] Olfos, R. A. (1987). Objetivos y Contenidos de la Componente Matemática del Currículum Escolar: Visión de los Profesores. Disertación no publicada: Magister en Educación Matemática. Universidad de Santiago de Chile.

[24] Olfos, R. A. (1992). Habilidades Intelectuales de Orden Superior. Reporte de investigación. Chile: Proyecto FONDECYT Nº. 65-1990.

[25] Olfos, R. A. (1993). Higher Order Intellectual Abilities in mathematics Class. Disertación doctoral no publicada. Cardiff College, University of Wales.

[26] Peterman, F. P. (1991). An Experienced Teacher's Emerging Constructivist Beliefs about Teaching and Learning. Annual Meeting of the American Educational Research Association. Chicago: EE. UU.: Pope & Scott, 1984.

[27] Scechtman, Z. (1989). The Contribution of Interpersonal Behavior Evaluation to the Prediction of Initial Teaching Success: A Research Note. Teaching and Teacher Education 5, 243-248.

[28] Sinclair, J. & Couthard, M. (1975). Towards an Analysis of Discourse: The Language of Teachers and Pupils. Londres. Gran Bretaña: Oxford University Press.

[29] Stein, M. K. et al. (1990). Subject-matter Knowledge and Elementary Instruction: A case from Functions and Graphing. American Educational Research Journal 27, 639-663.

[30] Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, California, EE. UU.: Sage.

[31] Wallin, E. (1979). Changing the game. Journal of Curriculum Studies 11, 183-186.

[32] Wilson, S. M. & Wineburg, S. S. (1988). Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History. Teachers College Record 89, 525-539.