Mathematical Education

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Soon, the school is unaware of the technological substratum of the world contemporary. The new school will have to propitiate to the pupil forms to learn with the use of the technologies of the information and communication for not becoming obsolete. (BEEDE apud FREIRE, 1996) it says that for that the school if does not become obsolete it needs to be inserted in the world contemporary. In short, it will have to consider the technological advances. The modern metodolgicas trends are based on two estimated: the necessity to become the pupil ' ' sujeito' ' , the active agent of the construction of its proper knowledge and the exploitation of its daily experiences in the development of its mathematical activities.

Searching new information and learnings the citizen extends its inherent knowledge more the concepts and abilities complexes, knowing itself that we live challenging situations continuously. E, in this meantime, the express Mathematical Education ideas that have as objective to go to the meeting of such challenges. These modern trends praise a position change, facing the mathematical knowledge of alive form and contextualizada, next to the reality to the pupil and all those involved ones in the institutionalized educational process. The necessity to know is evident to look, to point out description-cultural knowing, in the pertaining to school context, creating spaces for the different ones and excluded in the search of a more solidary formation of the man and to look for to argue these ideas, without losing of sight the necessity of looking at it another one and to search to learn with it. Theoreticians as D' Ambrsio (1986, 1990, 2001), Kamii (1990) and documents such the PCN' s (BRAZIL, 1997), points that they are necessary changes in Ensino of the Mathematics. But it is known that it is not easy task to advance in this process, but is given credit not to exist another way.

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