"O problema são as fórmulas": um estudo sobre os sentidos atribuídos à dificuldade em aprender matemática
Resumo
Este artigo discute um dos resultados obtidos com a realização de uma pesquisa que teve como objetivo problematizar o enunciado “Aprender matemática é difícil”. O estudo teve como suporte teórico o campo da Etnomatemática, em seus entrecruzamentos com o pensamento pósestruturalista e com as idéias de Ludwig Wittgenstein em sua obra “Investigações Filosófica”. Sua parte empírica foi desenvolvida com estudantes do Ensino Médio de uma escola pública estadual do município de Canoas (RS), mediante a metodologia de Grupo de Discussão. A análise do material de pesquisa mostrou que a dificuldade em aprender matemática é atribuída ao formalismo e abstração dessa área do conhecimento.
Palavras-Chave: Currículo escolar, Etnomatemática, Dificuldade de aprendizagem em matemática.
"The formulas are the problem": a study of the sense attributed to the difficulty in learning mathematics.
AbstractThis paper discusses one of the results of a research whose purpose was to problematize the statement: "To learn Mathematics is difficult". The theoretical basis of the study was Ethnomathematics, entwined with the Post-structuralist thinking and Ludwig Wittgenstein's ideas in "Philosophical Investigations". The empirical part of the research was carried out in group discussions with high school students in a public state school in Canoas, RS. The data analysis showed that the difficulty in learning Mathematics is attributed to the formalism and abstraction found in this area of knowledge.
Key-words: School Curriculum, Ethnomathematics, Difficulty in Learning Mathematics
Palavras-Chave: Currículo escolar, Etnomatemática, Dificuldade de aprendizagem em matemática.
"The formulas are the problem": a study of the sense attributed to the difficulty in learning mathematics.
AbstractThis paper discusses one of the results of a research whose purpose was to problematize the statement: "To learn Mathematics is difficult". The theoretical basis of the study was Ethnomathematics, entwined with the Post-structuralist thinking and Ludwig Wittgenstein's ideas in "Philosophical Investigations". The empirical part of the research was carried out in group discussions with high school students in a public state school in Canoas, RS. The data analysis showed that the difficulty in learning Mathematics is attributed to the formalism and abstraction found in this area of knowledge.
Key-words: School Curriculum, Ethnomathematics, Difficulty in Learning Mathematics