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Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

Artigo2023

Jonathan Alberto Cervantes-Barraza ORCID; Armando Aroca Araújo ORCID

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Resumo

The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others.

Dados da obra

Tipo
Artigo
Periódico
Journal on Mathematics Education, v. 14, n. 3, p. 469-482
Editora
Indonesian Mathematical Society
Ano
2023 (2023-06-09)
Idioma
en
Palavras-chave
Instructional Design; Mathematics Instruction; Task Analysis; Thinking Skills; Ethnic Groups; Indigenous Knowledge; Mathematics Teachers; Teacher Education Programs; Preservice Teachers; Foreign Countries; task design principles; pre-service mathematics teachers; initial teacher education
Temas
Etnomatemática, Formação de Professores de Matemática
DOI
10.22342/jme.v14i3.pp469-482
ISSN
2407-0610, 2087-8885
Licença
https://creativecommons.org/licenses/by/4.0
Acesso
Download disponível
Fontes
Crossref; ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CERVANTES-BARRAZA, Jonathan Alberto; ARAÚJO, Armando Aroca. Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. Journal on Mathematics Education, v. 14, n. 3, p. 469-482, 2023. DOI: https://doi.org/10.22342/jme.v14i3.pp469-482.

APA

Cervantes-Barraza, J. A., & Araújo, A. A. (2023). Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. Journal on Mathematics Education, 14(3), 469-482. https://doi.org/10.22342/jme.v14i3.pp469-482

BibTeX
@article{cervantesbarraza2023,
  author = {Cervantes-Barraza, Jonathan Alberto and Araújo, Armando Aroca},
  title = {Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program},
  year = {2023},
  journal = {Journal on Mathematics Education},
  volume = {14},
  number = {3},
  pages = {469-482},
  publisher = {Indonesian Mathematical Society},
  doi = {10.22342/jme.v14i3.pp469-482},
  language = {en}
}
RIS
TY  - JOUR
AU  - Cervantes-Barraza, Jonathan Alberto
AU  - Araújo, Armando Aroca
TI  - Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program
PY  - 2023
JO  - Journal on Mathematics Education
VL  - 14
IS  - 3
SP  - 469
EP  - 482
DO  - 10.22342/jme.v14i3.pp469-482
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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