Solution or trap? Integrating courses as the place for Mathematics Education in undergraduate programs
Abstrak
The research presented in this article aimed to discuss, in the context of undergraduate Mathematics courses, the so-called integrative disciplines, based on a qualitative curricular analysis carried out within a Brazilian public university. It was found that, in the scenario analyzed, these subjects ended up becoming the place of Mathematics Education in these initial educational courses, which is potentially harmful because it conceals the failure to overcome training fragmentation and contributes to its intensification. It is argued that Mathematics Education and the dialog it promotes between specific and didactic-pedagogical education should not be restricted to integrating courses, but should be at the heart of the degree, with a view to qualifying education and bringing it closer to professional teaching practice for Mathematics teaching.
Topik & Kata Kunci
Penulis (3)
Carlos Ian Bezerra de Melo
Flavio Augusto Leite Taveira
Eliane Matesco Cristovão
Akses Cepat
- Tahun Terbit
- 2025
- Sumber Database
- DOAJ
- DOI
- 10.46551/emd.v9n18a15
- Akses
- Open Access ✓