| dc.creator |
Cíntia da Silva |
|
| dc.creator |
Lilian Akemi Kato |
|
| dc.creator |
Iramaia Jorge Cabral de Paulo |
|
| dc.date |
2012-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:20:27Z |
|
| dc.date.available |
2015-08-12T11:20:27Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/939a7edcf5fa467e8d26977aa7580b25 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28288 |
|
| dc.description |
The discussion about the potentialities of basic education in the process of formation of citizens aware of their rights has arisen extensive debates in education. Particularly with regard to Mathematics teaching, this subject is addressed in the context of trends in Mathematics education. The mathematical modeling is one of these trends, in which this topic is discussed. This occurs by highlighting the importance of mathematics in the understanding of situations coming from other areas of knowledge. These characteristics are consistent with the assumptions of the Critical Theory of Meaningful Learning, which led us to hypothesize that the activity of mathematical modeling may promote such learning. This article presents the results of a research that suggests some possible approaches between the socio-critical perspective of mathematical modeling and Critical Meaningful Learning. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID281/v17_n1_a2012.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 17, Iss 1, Pp 109-123 (2012) |
|
| dc.subject |
mathematics teaching |
|
| dc.subject |
formation of citizenship |
|
| dc.subject |
mathematical modeling activities |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
The sociocritical perspective of mathematical modeling and the critical meaningful learning: possible approaches |
|
| dc.type |
article |
|