In our study of mathematics education in the context of career and technical programs at the secondary level in Brazil and in the United States, we encountered different views about the place of mathematics in the curriculum of these programs. In Brazil, we found that some mathematics educators are adamant that students from professional programs need to learn mathematics in separate disciplines, taught by mathematics teachers. Embedded in that argument is the conception that vocational teachers do not have the preparation to teach mathematics, or that they would treat it merely as a tool. In the United States, with efforts of curriculum alignment that allow students to receive mathematics credit by taking certain career and technical education (CTE) courses, we perceive more tolerance towards viewing mathematics as a practice that can be learned in the context of CTE, in courses taught by professionals of other areas. In this talk we will reflect about the different views of mathematics embedded in these various positionings. We will explore metaphors for mathematical activity – such as tool, object, and social practice –, how these are reflected in curricular decisions, and conversely, which beliefs about mathematics are conveyed by different positions concerning the curriculum of this segment of education.
|State||Published - Oct 14 2017|
|Event||38th Annual Bergamo Conference on Curriculum Theory and Classroom Practice - Dayton, OH|
Duration: Oct 14 2017 → Oct 14 2017
|Conference||38th Annual Bergamo Conference on Curriculum Theory and Classroom Practice|
|Period||10/14/17 → 10/14/17|