Mathematics Education in and for the World of Work
Downloads
Referências
Aslan Tutak, F., Bondy, E., & Adams, T. L. (2011). Critical pedagogy for critical mathematics education. International Journal of Mathematical Education in Science & Technology, 42(1), 65-74.
Bartell, T. G.. (2013). Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals. Journal for Research in Mathematics Education, 44(1), 129-163.
Damerow, P., & Westbury, I. (1985). Mathematics for all: problems and implications. Journal of curriculum studies, 17(2), 175-186.
Frankenstein, M. (1983). Critical mathematics education: an application of Paulo Freire's epistemology. The Journal of Education, 165(4), 315-339.
Freudenthal, H. (1968). Why to teach mathematics so as to be useful. Educational Studies in Mathematics, 1(1/2), 3-8.
Freudenthal, H. (1987). Mathematics starting and staying in reality. In U. Wirszup & R. Street (Eds.), Development in school mathematics education around the world: applications-oriented curricula and technology-supported learning for all students (pp. 279-295). Reston, VA: National Council of Teachers of Mathematics.
Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.
Kemmis, S. (2008). Praxis and practice architectures in mathematics education. Navigating currents and charting directions, 17-28.
Lave, J. (1991). Situating learning in communities of practice. Perspectives on socially shared cognition, 2, 63-82.
Llewellyn, A., & Mendick, H. (2010). Does every child count? Quality, equity and mathematics with/in neoliberalism. In Atweh, B., Graven, M., Secada, W. & Valero, P. (Eds.), Mapping equity and quality in mathematics education (pp. 49-62). Springer, Dordrecht.
Noss, R., Hoyles, C., & Pozzi, S. (2002). Working Knowledge: Mathematics in Use. In A. Bessot & J. Ridgway (Eds.), Education for Mathematics in the Workplace (pp. 17-35). Dordrecht: Springer Netherlands.
Pacheco, E. (2010). Os Institutos Federais: uma revolução na Educação Profissional e Tecnológica. BrasÃlia, DF: Editora do IFRN.
Pais, A., & Valero, P. (2011). Beyond Disavowing the Politics of Equity and Quality in Mathematics Education. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping Equity and Quality in Mathematics Education (pp. 35-48). Dordrecht: Springer Netherlands.
Pais, A., & Valero, P. (2012). Researching research: mathematics education in the Political. Educational Studies in Mathematics, 80(1-2), 9-24. doi:DOI 10.1007/s10649-012-9399-5
Powell, A. B., & Frankenstein, M. (2002). Toward liberatory mathematics: Paulo Freire’s epistemology and ethnomathematics. In The Politics of Liberation (pp. 94-119). Routledge.
Schubring, G. (2015). From the few to the many: on the emergency of mathematics for all. Recherches en didactique des mathématiques, 35(2).
Segundo, M. S., & Martins, A. R. (2018). Os ataques aos Institutos Federais: a restauração neoliberal radical no governo Temer. Universidade e Sociedade, 61, 140-155.
Sfard, A., Hashimoto, Y., Knijnik, G., Robert, A., & Skovsmose, O. (2004). The relation between research and practice in mathematics education. Paper presented at the 10th International Congress on Mathematical Education, Copenhagen.
Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27(1), 35-57.
Skovsmose, O., & Valero, P. (2001). Breaking political neutrality: The critical engagement of mathematics education with democracy Sociocultural research on mathematics education: An international perspective (pp. 37-55): Lawrence Erlbaum Associates, Incorporated.
Valero, P. (2004). Socio-political perspectives on mathematics education Researching the socio-political dimensions of mathematics education (pp. 5-23): Springer.
Watson, A., & Winbourne, P. (Eds.). (2008). New directions for situated cognition in mathematics education (Vol. 45). Springer Science & Business Media.
Publicado
Como Citar
Edição
Seção
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
Este trabalho está licensiado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.