TEACHING MATHEMATICS

Teaching Mathematics

Teaching Mathematics

Introduction

The education of mathematics has now been considered as a language capable of translating reality and help to establish their differences. At school, the child must engage with mathematical activities that educate in which to manipulate them he builds learning significantly because mathematical knowledge manifests as a strategy for implementing the hook manmade, between society and nature (Cornelius, 2005). But the construction of knowledge by students is still very far because the practice developed by many teachers is still traditional, their practice does not take his students to build a learning-oriented reality in which their students participate.

The criticism about the negative results of teaching mathematics lead teachers committed to the education of mathematics in the early grades of elementary school to seek ways to address these shortcomings presented by the students, they seek to teach mathematics students facing the reality. Unfortunately mathematics teaching in many schools and many teachers still are directed to act as a disciplinary tool and exclusionary (Orton & Frobisher, 2005). A large majority of teachers has the sole purpose of teaching mathematics without bothering to pass on to the student a meaningful mathematical knowledge.

However the criticism that all sides rise up against the various aspects and results of mathematics teaching, come, around the world, causing debates that lead professionals to rethink their role and seek new teaching strategies (Duncan, 2009). They seek mathematical activities that are truly educational and not merely training in a language without meaning for the student.

The mathematical knowledge must be constructed by the learner through activities that will arouse the interest to learn. Doing what he sees relationships within the school with what he already knows outside school shared by it in its socio-cultural interaction (Pound & Lee, 2011). Our work was divided into moments. At first we reflect on the teaching of mathematics, focusing on studies of Gardner about multiple intelligences, mathematics teaching and learning assessment. In the second, we discuss about the child and the idea of ??the number and its representation. Finally, we present our final remarks and works to complete this research report late area.

Reflection about the Teaching of Mathematics

Mathematics arose in antiquity by the needs of everyday life, became a massive system of varieties and extensive disciplines. Like other sciences, reflects the social laws and serves as a powerful tool for the world's knowledge and mastery of nature (Adler, 2002). With a smattering mathematician, you can recognize certain traits that characterize it: abstraction, forecast, current logical, irrefutable character of its conclusions, as well as the extensive field of applications.

Math moves almost exclusively in the field of abstract concepts and their interrelationships (Cornelius, 2005). To prove his claims, the mathematician employs only reasoning and calculations. In its origin, the math was constituted from a collection of isolated rules of experiences arising directly connected with daily life. Similarly, survival in a complex society that demands new standards of productivity depends increasingly mathematical knowledge (Cowan, 2006). It is important to emphasize that mathematics should be seen ...