Milton Rosa

Didactics

Ed.D in Education
5.06

Publications

  • Milton Rosa · Daniel Clark Orey
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    ABSTRACT: In an ethnomathematics-based program there exists the need for teachers to identify pedagogical actions in the form of teaching-learning practices. In this theoretical paper we outline a curriculum proposal based on D’Ambrosio’s Trivium, composed of literacy, matheracy, and technoracy. The Trivium supports the development of school activities based on a foundation of ethnomathematics and modelling. In this curriculum, literacy is the capacity students have to process information present in their daily lives; matheracy is the capacity students have to interpret and analyze signs and codes in order to propose models and to find solutions for problems faced daily; and technoracy is the capacity students have to both use and combine different instruments in order to help them to solve problems. Numeracy plays an important role in this curriculum.
    No preview · Article · Jul 2015 · ZDM: the international journal on mathematics education
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    ABSTRACT: This article discusses the development of a booklet of suggestions for the development of mathematical activities for teachers. This work originated from a study conducted as part of a professional master's thesis in mathematics education. The theoretical basis for the study draws on three theories from the field education: mathematics history, the funds of knowledge and culturally relevant pedagogy. Here we describe the structure of the booklet, the theories on which it is based, the goals that guided its development, the dissemination of the educational material, and considerations regarding the development of mathematics-based curricular activities.
    Full-text · Article · Aug 2013 · Bolema Boletim de Educação Matemática
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    Milton Rosa · Daniel Clark Orey
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    ABSTRACT: Neste artigo, oferecemos um conceito alternativo de pesquisa por meio da aquisição dos conhecimentos êmico e ético para a implementação da etnomodelagem, que tem o objetivo de conectar os aspectos culturais da matemática com os seus aspectos acadêmicos. Nessa perspectiva, a utilização das abordagens êmica e ética facilita a tradução de situações-problema presentes nos sistemas, retirados da realidade de grupos culturais distintos, para a matemática acadêmica. O conhecimento êmico é essencial para a compreensão intuitiva e empática das práticas matemáticas desenvolvidas por determinado grupo cultural, enquanto o conhecimento ético é essencial para a comparação entre essas práticas. Discutimos também a abordagem dialética para a pesquisa em etnomodelagem, que utiliza ambos os conhecimentos êmico e ético por meio de um processo dialógico, auxiliando uma compreensão mais completa sobre o conhecimento das práticas matemáticas desenvolvidas pelos membros de distintos grupos culturais. Nesse sentido, o conhecimento êmico é uma valiosa fonte de inspiração para a elaboração de hipóteses éticas. Em tal contexto dialético, um currículo matemático baseado na perspectiva da etnomodelagem favorece o desenvolvimento da geração do conhecimento matemático para garantir a integração equilibrada do domínio efetivo dos objetivos educacionais, que são essenciais para o reconhecimento e a utilização do conhecimento êmico dos alunos.
    Full-text · Article · Dec 2012 · Educação e Pesquisa
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    Milton Rosa · Daniel Clark Orey
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    ABSTRACT: Modeling investigation as a learning environment for the construction of mathematical knowledge is becoming prevalent in academic environments. This learning environment facilitates a pedagogical structure that promotes the identification and dissemination of both explicit and tacit student knowledge through the study and codification of mathematical ideas, present in systems taken from reality. In this article, we discuss the main features for the conversion of both explicit and tacit mathematical knowledge through the use of modeling as a learning environment.
    Full-text · Article · Apr 2012 · Bolema Boletim de Educação Matemática
  • Daniel Clark Orey · Milton Rosa
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    ABSTRACT: Throughout history, people have explored other cultures and shared knowledge often hidden behind ideas, traditions, practices, and customs. This cultural dynamism has enriched these cultures, including Western culture. In this regard, the Greek foundations of European civilization are strongly influenced and impacted by Egyptian civilization (Powell & Frankenstein, 1997).
    No preview · Chapter · Jan 2012
  • Milton Rosa · Daniel Clark Orey

    No preview · Article · Jan 2011
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    Milton Rosa · Daniel Clark
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    ABSTRACT: A etnomatemática estuda os aspectos culturais da matemática. Apresenta os conceitos matemáticos do currículo escolar de uma maneira na qual esses conceitos estejam relacionados com as experiências cultural e diária dos alunos, reforçando, assim, a capacidade deles para elaborar conexões significativas e aprofundar o entendimento da matemática. A abordagem etnomatemática no currículo de matemática tem como objectivos tornar a matemática escolar mais relevante e significativa para os alunos, promovendo a qualidade geral da educação. Nesse contexto, a implementação da perspectiva etnomatemática no currículo escolar de matemática auxilia no desenvolvimento do aprendizado intelectual, social, emocional e político dos alunos ao utilizar as próprias referencias culturais para transmitir o conhecimento, as habilidades e as atitudes. Esse tipo de curriculo fornece maneiras pelas quais os alunos mantém a própria identidade enquanto são bem sucedidos academicamente.
    Full-text · Article · Jan 2011
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    Rosa Milton · Daniel Clark Orey
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    ABSTRACT: Mathematics used outside of the school may be considered as a process of ethnomodeling rather than a mere process of manipulation of numbers and procedures. The application of ethnomathematical techniques and the tools of modeling allow us to see a different reality and give us insight into mathematics done in a holisticway. In this perspective, the pedagogical approach that connects the cultural aspects of mathematics with its academic aspects is denominated ethnomodeling, which is a process of translation and elaboration of problems and questions taken from systems that are part of the students’ reality.
    Full-text · Article · Jan 2010
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    Milton Rosa · Daniel Clark Orey

    Full-text · Article · Feb 2009
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    Milton Rosa · Daniel Orey

    Full-text · Article · Oct 2008
  • Ubiratan D’Ambrosio · Milton Rosa

    No preview · Article · Jan 2008
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    D’Ambrosio Ubiratan · Rosa Milton
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    ABSTRACT: Neste diálogo, gostaria de oferecer ao leitor, uma introdução ao programa etnomatemática. O que é, de onde vem, sobre o que se preocupa, e o mais importante, qual é a agenda deste programa para o século21. Assim, elaborei uma entrevista com Ubiratan D’Ambrosio para discutir assuntos importantes relacionados com o programa etnomatemática. Espero que os temas discutidos nesta entrevista sejam uma adição importante ao crescente debate que envolve a etnomatemática.
    Full-text · Article · Jan 2008
  • Milton Rosa · Daniel Clark Orey
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    ABSTRACT: There exists a belief that mathematics produced by non-Western cultures is irrelevant for both the economic and technological development of our modern globalised world. From a global perspective, ethnomathematics can be considered an academic counterpoint to globalization, and offers a critical perspective of the internationalism of mathematical knowledge through attempts to connect mathematics and social justice. It is also possible to perceive ethnomathematics as a form of academic articulation between cultural globalization and the mathematical knowledge of diverse non-Western cultural groups. Through a study of the mathematical practices found in the sacred mat and geometric diamond patterns of the Maya, it is possible to use an ethnomathematical, anthropological, and global perspective, to demonstrate one way in which we might preserve a portion of the wisdom and knowledge of these unique and resilient peoples
    No preview · Chapter · Dec 2006
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    Milton Rosa · Daniel Clark Orey
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    ABSTRACT: AbStRACt In this article, the authors discuss an analogy in which ethnomathematicians need to make a change in their research paradigm; that is, to stop dancing for a moment and go up to the balcony. In this perspective, researchers and educators have to leave the dance floor and get on the balcony in order to reach other academic fields and dialogue with different cultures. Thus, they may be able to learn and understand new perspectives and theories for a more profound work in ethnomathematics. In this regard, they can acquire the capacity to analyze and positively criticize their own and others' work on ethnomathematics. Para uma perspectiva crítica da Etnomatemática: saia do salão de dança e vá para o balcão! RESUMO Neste artigo, os autores discutem uma analogia na qual o programa etnomatemática necessita mudar o paradigma de pesquisa, isto é, parar de dançar e ir para o balcão. Nesta perspectiva, os pesquisadores e educadores têm que sair do salão de dança e ir para o balcão para que eles possam atingir outros campos acadêmicos e dialogar com culturas diferentes. Então, talvez eles possam aprender e entender novas perspectivas e teorias para um trabalho mais aprofundado em etnomatemática. Desta forma, eles podem adquirir a capacidade de analisar e criticar positivamente o trabalho em etnomatemática realizado por outros e por eles próprios.
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    Milton Rosa · E Daniel · Clark Orey
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    ABSTRACT: Resumo: A maioria das investigações em etnomatemática tem demonstrado que existem várias formas culturais de matemática diferentes da matemática dominante. Atualmente, a maioria das pesquisas em etnomatemática está voltada para um estudo etnográfico ou antropólogico dos grupos culturais. Por outro lado, existe uma grande necessidade de que o Programa Etnomatemática seja identificado como um programa que busca as práticas de ensino-aprendizagem direcionadas à ação pedagógica. O grande desafio para os pesquisadores em etnomatemática é elaborar estudos e práticas pedagógicas que estejam de acordo com os objetivos filosófico-teóricos deste programa. Palavras-chave: Ação pedagógica; etnomatemática; cultura; práticas pedagógicas; antropologia. Abstract: Most investigations in ethnomathematics have demonstrated that some cultural forms of mathematics exist that are different from dominant forms of mathematics. The majority of current research in ethnomathematics is directed towards ethnographic and anthropological studies of cultural groups. In the current context, there is a great necessity for ethnomathematics-based programs to identify and seek teaching-learning practices directed towards pedagogical action. The great challenge for researchers in ethnomathematics is to further elaborate studies and pedagogical practices that are in accordance with the philosophical-theoretical objectives of this program.
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    Milton Rosa · Daniel Clark Orey
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    ABSTRACT: The application of ethnomathematical techniques and tools of modeling allow us to examine systems taken from reality and give us insight into forms of mathematics done in a holistic way. The pedagogical approach that connects a diversity of cultural forms of mathematics is best represented through ethnomodeling, which is a process of translation and elaboration of problems and the questions taken from real world contexts. Seen in this way, we would like to broaden the discussion of possibilities for the inclusion of ethnomathematics and associated ethnomodeling perspectives that respect the social diversity of distinct cultural groups with guarantees for the development of understanding different ways of doing mathematics through dialogue and respect.
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    Daniel Clark Orey · Milton Rosa
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    ABSTRACT: Resumo As metodologias alternativas propostas para o ensino-aprendizagem em matemática estão em consonância com as tendências pedagógicas internacionais. Dentre as metodologias inovadoras de ensino, destacamos a utilização da abordagem sociocrítica da modelagem para a resolução de situações-problema que afligem a sociedade contemporânea. Entendemos que, nas duas últimas décadas, a modelagem e, mais particularmente, a pesquisa sobre a dimensão crítica dessa abordagem vem buscando a sua identidade, definindo os seus objetivos, estabelecendo a natureza e a potencialidade de seus métodos de investigação e, também, os limites de seu campo de atuação, com o objetivo de legitimar a sua ação pedagógica. De acordo com este contexto, discutimos a importância: do ensino voltado para a eficiência sociocrítica; da base filosófico-teórica da dimensão sociocrítica da modelagem e sua epistemologia; e do relacionamento entre o professor e o aluno nesta abordagem. Palavras-chave: Modelagem; Dimensão crítica; Dimensão sociocrítica. A critical dimension of mathematical modeling: teaching for social-critical efficiency Abstract Many proposed alternative methodologies for the teaching and learning mathematics are in accordance to international pedagogical trends. Among the innovative teaching methodologies we highlight the utilization of a social-critical approach of modeling to solve problem-situations effecting contemporary society. Over the past two decades, modeling, particularly research related to the critical dimensions of this approach, has been looking for an identity, defining its own objectives, and is establishing the nature and potentiality of its investigations, methods and limits of action with the objective of legitimate pedagogical action. Here, we discuss the theoretical-philosophical basis of the social-critical dimension of modeling and its epistemology and the relationship between teacher and students using this approach.
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  • DANIEL OREY · MILTON ROSA
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    ABSTRACT: We are two mathematics educators who work together doing research in ethnomathematics and mathematical modelling in Brazil and in the United States. One of us is from S?o Paulo state in Brazil and the other one is from California in the US. We will use our different particular backgrounds to highlight distinctions that could be seen more generally. This discussion is limited by our personal experiences-we make no apology for the assertions to which our experiences have led us.
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  • Milton Rosa · Daniel Clark Orey
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    ABSTRACT: This paper is designed to serve as an introduction and historical background to ethnomathematics as a program of study. The authors wants to show that ethnomathematics includes the mathematical ideas, perspectives and practices of individuals in different cultures as manifested and transmitted in diverse modes. Any study of the history of ethnomathematics and its proponents helps us to clarify the importance of this perspective in terms of mathematics education. The development of ethnomathematics is documented here, principally as a part of the study of the development of scientific and mathematical ideas and practices made by distinct cultural groups.
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    Milton Rosa · Daniel C. Orey
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    ABSTRACT: Symmetrical Freedom Quilts may be considered as links between mathematics, history, ethnomathematics, and the art of quilting. A quilt theme is a pedagogical way to integrate mathematics, art, and history in an interdisciplinary approach. This article combines an ethnomathematical-historical perspective by elaborating a history project related to the Underground Railroad . This work will allow teachers to develop classroom projects that help students to better understand geometry, especially concepts of symmetry and transformations . One of the objectives of this project is to stimulate student's creativity and interest, because quilts may be considered as cultural and mathematical expressions of student's daily life.
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