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Cognitive and Linguistic Processes in Brazilian Mathematics Education: Theoretical Considerations and Educational Implications

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Mathematics Education in Brazil

Abstract

The aim of this chapter is to contribute to the debate about the trends, objects of study, and theoretical and methodological assumptions that have marked and constituted the current identity of working group Cognitive and Linguistic Processes in Mathematics Education of the Brazilian Society of Mathematics Education. The considerations presented bring together a range of investigations that explore the cognitive and linguistic aspects involved in the teaching and learning of mathematics in different learning contexts and different levels of schooling. The work developed by the group has been characterised by investigations conducted on language and communication in the classroom and their sociocultural aspects, alongside studies into the cognitive processes involved in mathematical reasoning. The discussion about the theoretical-methodological questions underlying the reflections on the cognitive and linguistic processes in the Brazilian scenario has been divided into two parts. In the first, we present a historical review of the main trends considered during the first 10 years of working group’s history. In the second, explore the more recent objects of study. We describe how this development indicates a convergence of Brazilian researchers with different theoretical and methodological affiliations, as they search for theoretical models that can explain the role of language, cognition and cultural aspects in the teaching and learning of mathematics. The advances made in terms of knowledge of cognitive and linguistic processes in mathematics education within Brazil are also presented.

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Notes

  1. 1.

    The educational system in Brazil is divided into basic education and higher education. Basic education corresponds to: nursery or early-years education (0–5 years old), (2) elementary school (elementary and middle school, from 6 to 14 years), and high school (15–17 years). Higher education corresponds to university education, undergraduate and postgraduate courses (Masters and PhD). This educational system also includes youth and adult education (EJA) , distance learning and educational technologies, technological education and vocational training, special education and indigenous education.

  2. 2.

    The solving of problems continues to be a relevant topic in the field of mathematics education. It has been the topic of numerous international conferences, such as the 13th International Congress on Mathematical Education (ICME) in 2016, the 40th Conference of the International Group for the Psychology of Mathematics Education (PME) also in 2016, and of many of the National Council of Teachers of Mathematics (NCTM) documents.

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Authors and Affiliations

  1. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Airton Carrião

  2. Universidade Federal de Pernambuco, Recife, Brazil

    Sintria Labres Lautert & Alina Galvão Spinillo

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  1. Airton Carrião
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  2. Sintria Labres Lautert
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  3. Alina Galvão Spinillo
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Editors and Affiliations

  1. Center for Mathematics, Computing and Cognition, Federal University of ABC, Santo André, São Paulo, Brazil

    Alessandro Jacques Ribeiro

  2. School of Education, Communication and Society, King’s College, London, United Kingdom

    Lulu Healy

  3. Graduate Program in Mathematics & Technology Education, Federal University of Pernambuco, Recife, Pernambuco, Brazil

    Rute Elizabete de Souza Rosa Borba

  4. Graduate Program in Mathematics Education, Anhanguera University of São Paulo, São Paulo, São Paulo, Brazil

    Solange Hassan Ahmad Ali Fernandes

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Carrião, A., Lautert, S.L., Spinillo, A.G. (2018). Cognitive and Linguistic Processes in Brazilian Mathematics Education: Theoretical Considerations and Educational Implications. In: Ribeiro, A., Healy, L., Borba, R., Fernandes, S. (eds) Mathematics Education in Brazil . Springer, Cham. https://doi.org/10.1007/978-3-319-93455-6_10

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