SciELO - Scientific Electronic Library Online

 
vol.28 issue74Who are we, mathematics teachers?Sharing knowledgement in geometry: investigating and learning with our students author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Cadernos CEDES

Print version ISSN 0101-3262

Abstract

SANTOS, Vinício de Macedo. School mathematics, the student and the teacher: apparent paradoxes and polarization in discussion. Cad. CEDES [online]. 2008, vol.28, n.74, pp. 25-38. ISSN 0101-3262.  http://dx.doi.org/10.1590/S0101-32622008000100003.

This article characterizes and discusses issues which are vital concerns and actions for a mathematics teacher, such as conceptions of mathematical knowledge, teaching and learning, the relation between content and teaching methodology, the relation between individual and group work, and others. These issues have been central in teacher training and mathematics teaching activities, taking on a character of incompatible duality, or of apparent paradoxes with implications on teaching and learning. It is considered undesirable reductionism to prioritize one of the poles, or to take a multipolar stand without clarifying and understanding the epistemological problem underlying possible antagonism. Questioning some of the myths rooted in our teacher ideology may mean a reflection that will clear our doubts about difficulties established in mathematics teaching and also indicate ways to eliminate them.

Keywords : Mathematics teaching; Teacher ideology; Apparent paradoxes.

        · abstract in Portuguese     · text in Portuguese     · pdf in Portuguese