The relation to knowledge: a mapping with reflections in the field of Mathematics Education

Authors

DOI:

https://doi.org/10.17058/rea.v31i3.17730

Keywords:

Learn., Teach., Learn to teach., Mathematical knowledge., Charlot.

Abstract

This article aims to constitute a national panorama of stricto sensu researches that consider the charlotian perspective of the relationship with knowledge, approaching aspects related to teaching and learning mathematics. Therefore, it is characterized as a mapping taking as a database the Research Network on the Relation to Knowledge (REPERES), Brazilian Digital Library of Theses and Dissertations (BDTD) and CAPES's Catalog of Theses and Dissertations. Among the results there are: 269 papers, most of which focus on students/scholars; 49 productions that emphasize mathematics concepts/content, in which the relationship with learning has a greater scope in accordance with the initial problematization.

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Author Biographies

  • Cristhian Lovis, Universidade Federal de Santa Maria

    Possui graduação em Matemática pela Universidade Federal de Santa Maria (2019), mestrado em Educação Matemática e Ensino de Física pela Universidade Federal de Santa Maria (2021).

  • Rita de Cássia Pistóia Mariani, Universidade Federal de Santa Maria

    Possui graduação em Matemática- Licenciatura (1997) pela Universidade Federal de Santa Maria, mestrado em Educação (2000) pela mesma instituição e doutorado em Educação Matemática (2006) pela Pontifícia Universidade Católica de São Paulo. Atualmente é professora associada da Universidade Federal de Santa Maria, lotada no Departamento de Matemática, membro do PPGEMEF - Programa de Pós-Graduação em Educação Matemática e Ensino de Física/ UFSM e do PPGECQVS - Programa de Pós-Graduação em Educação em Ciências: química da vida e saúde/UFSM.

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Published

2023-12-15

Issue

Vol. 31 No. 3 (2023)

Section

Artigos do Fluxo

License

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How to Cite

The relation to knowledge: a mapping with reflections in the field of Mathematics Education. (2023). Reflexão E Ação, 31(3), 137-154. https://doi.org/10.17058/rea.v31i3.17730