期刊名称：Bolema: Mathematics Education Bulletin = Bolema: Boletim de Educação Matemática
印刷版ISSN：1980-4415
出版年度：2009
卷号：22
期号：32
页码：101-122
语种：Portuguese
出版社：UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
摘要：With this work, it is intended to contribute for the reflection concerning the insertion of subjects that allow approaching the mathematics through its relations with the scientific-technological and social context. Developed under the foundations of the Critical Mathematical Education, the research had as its target-public students from the first grade of the secondary education of a public education institution of Ponta Grossa - Parana, in the mathematics subject. The problem question that led the study was the possibility to introduce into the teach-learning of the mathematics the research, reading and simulated cases which could approach the mathematical knowledge to the scientific and social context, allowing the student to ask, to reflect and to evaluate the influence and dependence of the mathematics, as science, face the other knowledge. The data analysis pointed to the aptness to introduce, besides the formal mathematical knowledge, the research, discussion and simulated cases in classroom, as form to break the traditionalism and to promote a new form to construct the knowledge, highlighting the possibilities of advances and limitations that the different knowledge possess. Keywords: Teaching-learning. Mathematical Knowledge. Scientific-technological and social context. Critical Mathematical Education.
其他摘要：With this work, it is intended to contribute for the reflection concerning the insertion of subjects that allow approaching the mathematics through its relations with the scientific-technological and social context. Developed under the foundations of the Critical Mathematical Education, the research had as its target-public students from the first grade of the secondary education of a public education institution of Ponta Grossa - Parana, in the mathematics subject. The problem question that led the study was the possibility to introduce into the teach-learning of the mathematics the research, reading and simulated cases which could approach the mathematical knowledge to the scientific and social context, allowing the student to ask, to reflect and to evaluate the influence and dependence of the mathematics, as science, face the other knowledge. The data analysis pointed to the aptness to introduce, besides the formal mathematical knowledge, the research, discussion and simulated cases in classroom, as form to break the traditionalism and to promote a new form to construct the knowledge, highlighting the possibilities of advances and limitations that the different knowledge possess. Keywords: Teaching-learning. Mathematical Knowledge. Scientific-technological and social context. Critical Mathematical Education.
