Long distance education: democratizing higher education access in Brazil
Tipo de documento
Autores
Lista de autores
Orey, Daniel y Rosa, Milton.
Resumen
The authors led a group of diverse students, using long distance technologies to develop mathematical models in relation to their experience with the nationwide protests related to a sudden and steep climb in transportation costs during June 2013 in Brazil. Mathematical modeling became a teaching methodology that focused on the development of a critical and reflexive efficacy that engaged students in a contextualized teaching-learning process that allowed them to become involved in the construction of solutions of social significance. It is important to outline here the theories related to critical mathematical modeling, distance interaction, and transactional distance by using long-distance technologies. This approach coupled with long distance education allows for the democratization of higher education in Brazil.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
A distancia | Acceso y permanencia | Educación Matemática crítica | Modelización | Software | Usos o significados
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
846 - 859
Referencias
Barbosa, J. C. (2006). Mathematical modelling in classrooms: a sociocritical and discursive perspective. ZDM, 38(3), 293–301. Martindale, N. (2002). The cycle of oppression and distance education. Athabasca, Canada: Athabasca University. Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22–38). London: Routledge. Moore, M., & Kearsley, G. (2005). Distance education: a systems view. Belmont, CA: Thomson Wadsworth. Moraes, M. C. (1997). O paradigma educacional emergente [The emergent educational paradigm]. Campinas, SP: Papirus. Orey, D. C., & Rosa, M. (2014). Much ado with nothing: how much Brazil has dramatically increased access to higher education using long distance education. In Luitel, C. C (Ed.), Proceedings of the 5th ERT Symposium (pp. 1–15). Dhulikhel, Nepal: Kathmandu University. Rosa, M., & Orey, D. C. (2007). A dimensão crítica da modelagem matemática: ensinando para a eficiência sociocrítica [The sociocritical dimension of mathematical modeling]. Revista Horizontes, 25(2), 197–206. Rosa, M., Reis, F. S., & Orey, D. C. (2012). A modelagem matemática crítica nos cursos de formação de professores de matemática [Critical mathematical modeling in the mathematics teacher education program]. Acta Scientiae, 14(2), 159–184.