The interpretation of graphs: reflecting on contextual aspects

Autores

  • Carlos Eduardo Ferreira Monteiro
  • Janet Mary Ainley School of Education – University of Leicester.

Resumo

Considerando a ampla utilização de gráficos em diferentes contextos da sociedade contemporânea, curriculistas de diversas partes do mundo incluíram o ensino de gráficos como tópico de todos os níveis escolares. Essa inclusão tem como objetivo a atualização o papel social de conteúdos escolares relacionados a Matemática e a Estatística. Além disso, essa inclusão tem sido justificada como uma maneira de proporcionar oportunidades para os
alunos usarem ferramentas matemáticas e estatísticas para interpretar e compreender dados em situações em situações cotidianas fora da escola. Este artigo discute alguns aspectos das origens sócio-históricas de gráficos e alguns contextos atuais nos quais eles são usados, incluindo implicações pedagógicas de tais reflexões.

Biografia do Autor

Carlos Eduardo Ferreira Monteiro

Has degree in Psychology at the Universidade Federal de Pernambuco - UFPE (1990), Master in Cognitive Psychology at UFPE (1998) and PhD in Mathematics Education at the University of Warwick (2005). He is currently Adjunct Professor 2 at Department of Educational Psychology, working as a lecturer of teacher education undergraduate courses, and teaching at the Post-Graduate Program in Mathematics Education and Technology - EDUMATEC, at the UFPE Centre of Education. He has experience in Education Psychology, particularly at the interfaces with teacher Education and the processes of teaching and learning. He is currently leader of the Research Group in Mathematics Education in the Context of Rural Education - GPEMCE. His research mainly addressed the following themes: teaching and learning of mathematics; Psychology of Mathematics Education; Mathematics Education in the rural contexts; socio-cultural factors linked to the development
and use of mathematical knowledge; Data Handling in the early years of elementary school.

Janet Mary Ainley, School of Education – University of Leicester.

Has BA Honours in Philosophy at University of York (1973) and PGCE in Primary Education at St. Luke's College of Education, Exeter (1974), M Ed in Primary Mathematics (1980) and PhD in Mathematics Education (1996) at University of Warwick. She is Director of the School of Education. She joined the School as Professor of Education in September 2006. Her background was originally in primary teaching, but Janet has since had a long career at Warwick Institute of Education as a researcher and teacher educator in mathematics education. She strongly values the interaction between teaching and research. Janet has a broad range of interests in mathematics and statistics education, and in the professional practice of teachers, and contributes regularly to national and international conferences and journals. Currently Janet is Chair of the British Society for Research in the Learning of Mathematics, a board member for the European society for Research in Mathematics Education, and was a panel member for the Williams Review of Primary and Early Years Mathematics. She is a member of the Pedagogy and Professional Practice Academic Research Group. Janet supervises Doctoral works in a range of areas of mathematics and statistics education, including teacher development.

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Publicado

2010-07-01

Edição

v. 3 n. 2 (2010)

Seção

Artigos

Licença

 

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