Conhecimentos de matemática fora da escola básica ao encontro de problemas algébricos: Uma avaliação antropo-didática
DOI:
https://doi.org/10.48489/quadrante.35562Palavras-chave:
matemática escolar, etnomatemática, matemática extraescolar, praxeologia, antropodidáticaResumo
O estudo examina as contribuições da matemática escolar e da etnomatemática para a matemática fora da escola, analisando as metodologias empregadas para resolver problemas de palavras algébricos práticos. A singularidade deste estudo centrou-se em como os conceitos de técnica e tecnológico na abordagem da Teoria Antropológica da Didática (ATD) foram usados para descobrir certas abordagens etnomatemáticas distintas usadas pelas massas na resolução de problemas práticos de palavras que não estavam bem estabelecidos nos dados disponíveis. Numa abordagem de método misto, os 353 participantes, selecionados por conveniência na Metrópole de Kumasi, demonstraram um verdadeiro entusiasmo ao responder às quatro tarefas propostas por meio de entrevistas e questionários, demonstrando apoio à investigação sobre a sua aprendizagem de Matemática fora da escola básica O estudo constatou que nem todas as pessoas da classe trabalhadora dependem exclusivamente de competências matemáticas ocidentais, mas combinam-nas com a etnomatemática. Alguns entrevistados utilizaram instrumentos simples e facilmente disponíveis para explicar as tarefas, o que pode ser relevante para abordagens de ensino da Matemática. Apesar de aplicarem os conhecimentos escolares de matemática e etnomatemática a problemas de palavras práticos, os resultados foram insatisfatórios. O estudo recomenda a etnomatemática como uma potencial abordagem instrucional intermediáira que pode tornar as aplicações da matemática escolar mais fáceis e mais próximas dos alunos, alavancando a sua cultura e compreensão dos contextos da vida real.
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