DEVELOPING ELEMENTS OF A DOMINANT EPISTEMOLOGICAL MODEL IN MATHEMATICS TEACHING: IN SEARCH OF A REFERENCIAL MODEL BASED ON THE CONTRIBUTIONS OF THE DIASPHORIC POPULATIONS AND LAW 10639/2003
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Abstract
Black social movements claim since 1950 the insertion of black culture and discussions about the role of the black in our society in the school curriculum. The efforts allowed Law 10639 to be published in 2003. This paper proposes to indicate the mental calculation in the first and second cycles of Elementary Education as a mathematical strategy strongly influenced by the African tradition of mental calculation. Despite the almost 14 years of force of law 10639/2003, the Mathematics area has not yet been able to contribute robustly to compliance the legislation. The theories used in the work are Ethnomathematics and TAD. The difficulties of understanding the concept of Addition by students allow us to affirm the incompleteness of the Dominant Epistemological Model (DEM). In order to strengthen the construction of the concept, we suggest an Epistemological Reference Model (ERM) as a praxeology for the addition algorithm with the dual purpose of complying with the determinations of Law 10639 and complementing the DEM.
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