Mathematical Education | WV City School

The pupils do not become asset by chance apprenticees, but for projected and structuralized challenges, that aim at the exploration and investigao' ' In article in the Mathematical Intelligencer, Chandler& The Edwards make reference to clear reference these two aspects: ' ' For the mathematicians, a perennial problem is to explain the great public who the importance of the Mathematics goes beyond its applicability. It is as to explain to that never the beauty of a melody heard music That if it learns the Mathematics that decides practical problems of the life, but that if it does not think that this is its essential quality. A great cultural to be preserved and enriched tradition exists, in each generation. That it is had well-taken care of, when educating, so that no generation becomes deaf the melodies that are the substance of ours great mathematical culture ' ' In accordance with Dubinsky, 1991. ' ' In the education the main concern would have to be the construction of projects for the agreement of concepts. Education would have to be dedicated to induce the pupils to make these constructions and to help them throughout the process To learn involves reflexiva abstraction on the existing projects already, so that new projects if construct and favor the construction of new concepts a project not if constroe when ' has absence of requisite projects daily pay; ' He is enlightening what Piaget says (1973), particularly in the context of the Mathematical Education: ' ' The initial paper of the actions and the concrete mathematical experiences logical is necessarily of preparation necessary to arrive it the development of the deductive spirit, and this for two reasons. The first one is that the mental or intellectual operations that intervine in these posterior deductions derive exactly from the actions: action interiorizadas, and when this internalization, together with the coordinations that assume, are enough, the mathematical experiences logical while material actions result already useless and the interior deduction will be enough itself exactly.

The second reason is that the mathematical coordination of action and experiences logical give place, when interiorizar itself, to a particular type of abstraction that corresponds the logical abstraction necessarily and matemtica' '. 3.2. Methodology: ? Use of contents of difficult agreements; ? Conduction of mathematical experiences; ? Use of Software to improve contents; ? Elaboration and analysis; ? Study and classification of the behavior; 4. Bibliography. Dubinsky, E.

1991: Reflective Abstraction in Advanced Mathematical Thinking, in D.Tall (ed.), Advanced Mathematical Thinking, Kluwer Academic Press. Kaput, J. 1992: Technology and Mathematics Education, in Grows, D. (ed), Handbook of Research on Mathematics Teaching and Learning, MacmillanPublishing Company. Piaget, J. 1973: Comments in Mathematical Education, in A.G.Howson (ed) Proceedings of the Second International Congress on Mathematical Education, Cambridge University Press. Richards, J. 1991: Mathematical Discussion, in E. von Glaserfeld (ed) Radical constructivism in Mathematical Education. Dordrecht, The Nederlands: Kluwer Santarosa, L.M.C. 1995: Formation of professors in Computer science in the Education, Minuteses of II the Latin American Congress of Computer science in the Education, Lisbon/Portugal, 1995, vol.II, .pg. 22-23.

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