Banner Portal
A influência dos fatores culturais e lingüísticos no ensino-aprendizagem em matemática
PDF

Palavras-chave

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

Como Citar

ROSA, Milton; OREY, Daniel Clark. A influência dos fatores culturais e lingüísticos no ensino-aprendizagem em matemática: o caso dos Estados Unidos. Zetetike, Campinas, SP, v. 18, p. 485–504, 2011. DOI: 10.20396/zet.v18i0.8646655. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646655. Acesso em: 16 jun. 2024.

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

Referências

ABEDI, J. Assessment and accommodations of English language: issues, concerns, and recommendations. Journal of School Improvement, v.3, n. 1, 2002. Disponível em: http://www.icsac.org/jsi/2002v3i1/assessment. Acesso em: ago.2010.

ABEDI, J.; LORD, C. The language factor in mathematics tests. Applied Measurement in Education, 14, p. 219-234, 2001.

ABELLA, R.; URRUTIA, J.; SHNEYDERMAN, A. An examination of the validity of English-language achievement test scores in an English language learner population. Bilingual Research Journal, v. 29, n.1, p. 127-144, 2005.

BUTLER, F. A.; Stevens, R. Standardized assessment of the content knowledge of english language learners k-12: current trends and old dilemmas. language testing, V.18, N. 4, P. 409-427, 2001.

CDE. Standardized Testing and Reporting (STAR) Results. California Department of Education, 2009. Disponível em: http://star.cde.ca.gov/. Acesso em: jul.2010.

CELEDÓN-PATTICHIS, S. Constructing meaning: think-aloud protocols of ELLs on English and Spanish word problems. Educators for Urban Minorities, v.2, n.2, p. 74-90, 2003.

CHAMOT, A. U.; O' MALLEY, J. M. Instructional approaches and teaching procedures. In: URBSCHAT, K. S.; PRITCHARD, R. (Ed.). Kids come in all languages: reading instruction for ESL students. Newark, DE: International Reading Association, 1994. p. 82-107.

CLEMENT, J. Algebra word problem solutions: thought processes underlying a common misconception. Journal for Research in Mathematics Education, v.13, n.1, p. 16–30, 1982.

DALE, T. C.; CUEVAS, G. J. Integrating mathematics and language learning. In: AMATO, P. Richard; SNOW, A. (Ed.). The multicultural classroom: readings for content area teachers. New York: Addison Wesley, 1992. p. 330-348.

DE AVILA, EDWARD A. Bilingualism, cognitive function, and language minority group membership. In: COCKING, R. R.; MESTRE, J. P. Linguistic and cultural influences on learning mathematics. Hillsdale, NJ: Erlbaum, 1988. p.101-121.

EDUCATION WEEK. Quality Counts 2009. Portrait of a population: How Englishlanguage learners are putting states to the test. National Highlights Report 2009. Bethesda, MD: Editorial Projects in Education, Inc, 2009.

ERNST-SLAVIT, G.; SLAVIT, D. Teaching mathematics and English to English language learners simultaneously. Middle School Journal, v. 39, n. 2, p. 4-11, 2007.

FIGUEROA, R. A.; HERNANDEZ, S. Testing Hispanic students in the United States: technical and policy issues. Washington, DC: President’s Advisory Commission on the Educational Excellence for Hispanic Americans, 2000.

FRY, R. The role of schools in the English language learner achievement gap. Washington, DC: Pew Hispanic Center, 2008.

GARCIA, P. A.; GOPAL, M. The relationship to achievement on the California high school exit exam for language minority students. NABE Journal of Research and Practice, v.1, n.1, p. 123-137, 2003.

GUTIERREZ, R. A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, v. 39, n. 4, p. 357 – 364, 2008.

HOPSTOCK, P. J.; STEPHENSON, T. G. Descriptive study of services to LEP students and LEP students with disabilities. Special Topic Report 1: Native Languages of LEP Students. Washington, DC: OELA, U.S. Department of Education, 2003.

KERSAINT, G., THOMPSON, D. R.; PETKOVA, M. Teaching mathematics do English language learners. New York, NY: Taylor and Francis Group, 2009.

KANG, H.; K.T. PHAM. From 1 to Z: Integrating math and language learning. In: Annual meeting of the teachers of english to speakers of other languages, 29., 1995, Long Beach, CA. Paper, Long Beach, CA, 1995.

KHISTY, L. L. A naturalistic look at language factors in mathematics teaching in bilingual classrooms. In: National research symposium on limited english proficient student issues: focus on middle and high school issues, 3, 1993, Washington, DC. Proceedings… Washington: U.D. Department of Education, Office of Bilingual and Minority Language Affairs, 1993.

KIROVA, A. Visualization in multicultural mathematics classrooms. Focus on Learning Problems in Mathematics, v. 11, n. 91, p. 17-24, 2002.

KRUSSEL, L. Teaching the language of mathematics. The Mathematical Teacher, v. 91, n. 5, p. 436-44, 1998.

LEAP, W. L. Assumptions and strategies guiding Mathematics problem solving by Ute Indian students. In: COCKING, R. R.; MESTRE, J. P. Linguistic and cultural influences on learning mathematics. Hillsdale, NJ: Erlba, 1988. p. 161- 186.

MACGREGOR, M., MOORE, R. Teaching mathematics in a multicultural classroom. University of Melbourne: School of Science and Mathematics Education, 1991.

MENKEN, K. What are the critical issues in wide-scale assessment of English language learners? Washington, DC: National Clearinghouse for Bilingual Education, 2000.

MOSCHKOWICH, J. N. Learning mathematics in two languages: moving from obstacles to resources. In: SECADA,W.G.(Ed.). Changing the faces of mathematics: perspectives on multicultural and gender equity. Reston, VA: National Council of Teachers of Mathematics, 2000, p. 85–93.

MUÑOZ, M. A. High stakes accountability environments: its impact on the administration of English language learners programs. In: Annual Meeting of the American Evaluation Association, 2002, Washington, District of Columbia. Paper. Washington, D.C., 2002.

OAKELEY, C.; URRABAZO, T. New state LEP testing policy in Texas: is it an appropriate accountability measure for recent ESL immigrants? In: annual meeting of the american educational research association, 2001, Seattle. Paper. Seatle, Washington, 2001.

PERKINS, I.; FLORES, A. Why don’t teachers know all the ways? Mathematics Teaching in the Middle School, v. 7, n. 5, p. 262–263, 2002.

RON, P. Spanish-English language issues in the mathematics classroom. In: SECADA, W. G.; ORTIZ-FRANCO, L.; HERNANDEZ, N. G.; DE LA CRUZ, Y. (Ed.). Changing the faces of mathematics: perspectives on Latinos. Reston, VA: National Council of Teachers of Mathematics, 1999. p. 23-34.

ROSA, M. A Mixed-methods study to understand the perceptions of high school leader about English language learners (ELL): the case of mathematics. 2010. Tese (Doutorado). Educational Leadership Program. California State University, Sacramento, USA. Tese não publicada.

ROSA, M.; OREY, D. C. Ethnomathematics and cultural representations: teaching in highly diverse contexts. Acta Scientiae - ULBRA, v. 10, p. 27-46, 2008.

SECADA, W. G.; FENNEMA, E.; ADAJIAN, L. B. New directions for equity in mathematics education. New York: Cambridge University Press, 1995.

SLAVIN, R. E.; CHEUNG, A. Effective reading programs for English language learners: a best-evidence synthesis. Johns Hopkins University: Center for Research on the Education of Students Placed At Risk, 2003.

SOLANO-FLORES, G.; TRUMBULL, E. Examining language in context: the need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, v. 32, n. 2, p. 3-13, 2003.

U. S. CENSUS BUREAU. American Community Survey, 2007. Disponível em: http://factfinder.census.gov/. Acesso em: jul. 2010.

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2014 Zetetiké: Revista de Educação Matemática

Downloads

Não há dados estatísticos.