Abstract
This article revisits and extends the analyses presented by Batista (2017) regarding the involvement of future primary teachers with multimodal mathematical activities and the ways that these students develop to understand and share mathematical ideas while learning to teach mathematics within an inclusive perspective. The research activity that forms the focus of this article explored ideas of the Decimal Number System with sensory modalities and bodily expressions used as means of mathematical production and representation. The article highlights the contributions of this type of activity to the recognition of different forms of mathematical expression and representation and to the (re)establishment of relationships with objects of knowledge from school mathematics through approaches that were different to those the students were accustomed to experience. Drawing theoretical support from perspectives of embodiment, we sought to highlight the intra and interpersonal relationships that emerged from the participants' interactions with each other, with the object of knowledge and with the mathematical instruments they worked with. The results indicate feelings of security, comfort and surprise emerged during the interactions with the available resources and suggest that the activity helped the participants to (re)establish their own relationships with the explored mathematical ideas and to develop the ability to establish empathy with the mathematical doings of others.
| Translated title of the contribution | (Co)constructing intra- and interpersonal relationships with mathematics in the process of learning to teach |
|---|---|
| Original language | Portuguese |
| Pages (from-to) | 46-65 |
| Number of pages | 20 |
| Journal | Revista Sergipana de Matemática e Educação Matemática |
| Volume | 8 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 20 Oct 2023 |
Keywords
- Inclusive mathematics education
- Teacher Education
- Multimodal activities
- Embodiment