The Teaching of Mathematics in Rural Schools in Brazil: What teachers Say

Carlos Monteiro, Liliane Carvalho, Karen Francois

Research output: Chapter in Book/Report/Conference proceedingConference paper

Abstract

The majority of research in mathematics education in Brazil focuses on aspects related to urban schools. Although there has been a discussion for decades about the need for a curriculum in rural schools that considers the importance of the local culture and the concept of context-based knowledge, there is still poor teaching of mathematics in these schools. This paper discusses research data that addresses the teaching of mathematics in rural schools located in Pernambuco, Brazil. We focus on the discourse of teachers who participated in the empirical study by analyzing their views on rural education and on their performance in mathematics teaching. Generally, the teachers were unaware of the rural schools’ specificities. The results lead us to reflect on the possibilities of teaching mathematics to empower rural communities.
Original languageEnglish
Title of host publicationProceedings of the Seventh International Conference on Mathematics Education and Society (MES)
EditorsM. Berger, K. Brodie, V. Frith, K. le Roux
Place of PublicationCape Town, South Africa
PublisherMES 7
Pages400-409
Number of pages10
Publication statusPublished - 2013
EventMES7 Mathematics Education Society Conference - , South Africa
Duration: 2 Apr 20137 Apr 2013

Publication series

NameProceedings of the International Conference on Mathematics Education and Society (MES)
VolumeVOL 1&2
ISSN (Print)2077-9933
NameProceedings of the international mathematics education and society conference - MES Mathematics Education and Society
PublisherMES
ISSN (Print)2077-9933

Conference

ConferenceMES7 Mathematics Education Society Conference
CountrySouth Africa
Period2/04/137/04/13

Keywords

  • Ethnomathematics
  • Education
  • Rural education
  • Brazil

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