A influência dos fatores culturais e lingüísticos no ensino-aprendizagem em matemática: o caso dos Estados Unidos

Autores

  • Milton Rosa Encina Preparatory High School - San Juan Unified School District
  • Daniel Clark Orey California State University, Sacramento

DOI:

https://doi.org/10.20396/zet.v18i0.8646655

Palavras-chave:

Influências linguísticas. Ensino-aprendizagem da matemática. Registros matemáticos. Problemas verbais. Alunos aprendizes da língua inglesa.

Resumo

A Matemática é constantemente apresentada como uma disciplina universal e que possui uma linguagem própria. Porém, as diferenças culturais e lingüísticas associadas com as diferentes notações e procedimentos para a resolução de problemas em matemática, enfrentados por alunos aprendizes da língua inglesa, nas salas de aula, nos Estados Unidos, é uma questão educacional que deve ser estudada e pesquisada. O nosso objetivo é discutir a cultura e a linguagem como fatores importantes no ensino-aprendizagem em matemática para alunos aprendizes da língua inglesa. Dessa forma, os professores devem valorizar a diversidade cultural que está presente nas salas de aula, direcionando os alunos ao entendimento e a compreensão da influência que a cultura e a linguagem têm sobre a matemática e como esta influência resulta em maneiras diferentes pelas quais a matemática é utilizada, comunicada, transmitida e difundida entre os membros da comunidade escolar.

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Biografia do Autor

Milton Rosa, Encina Preparatory High School - San Juan Unified School District

Doutor em educação matemática, na área de liderança educacional. Atualmente, trabalha como professor de matemátia na escola de segundo grau Encina Preparatory High School, em Sacramento, California, USA

 

Daniel Clark Orey, California State University, Sacramento

Doutor em educação, na área de currículo e intrução. Atualmente trabalha como professor de matemática e educação multicultural na California State University, em Sacramento.

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Publicado

2011-02-11

Como Citar

ROSA, M.; OREY, D. C. A influência dos fatores culturais e lingüísticos no ensino-aprendizagem em matemática: o caso dos Estados Unidos. Zetetike, Campinas, SP, v. 18, 2011. DOI: 10.20396/zet.v18i0.8646655. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646655. Acesso em: 24 jun. 2022.