Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e9727
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
What do researches on mathematics teaching in schools of
the countryside reveal?
Giane Fernanda Schneider Gross
1
, Neumar Regiane Machado Albertoni
2
, Érica Oliveira dos Santos
3
, Marcelo Souza Motta
4
,
Marco Aurélio Kalinke
5
1, 2, 3, 4, 5
Universidade Tecnológica Federal do Paraná - UTFPR. Departamento de Matemática. Avenida Sete de Setembro,
3165, Rebouças. Curitiba - PR. Brasil.
Author for correspondence: giane.fer@gmail.com
ABSTRACT. This paper aims to investigate how the teaching
of Mathematics has been presented in studies that involve
educational practices corresponding to the countryside’s reality,
through a systematic mapping of dissertations and theses
published in the last 10 years on CAPES and BDTD platforms,
following Petersen et al. (2008) search procedures. Thus, the
researchers were selected, classified and categorized, presenting
as main points: (i) technological resources used during
application of activities with students; (ii) teachers’ approach to
the countryside’s reality; (iii) rural students’ integral formation;
and (iv) informal and formal knowledge integration, according
to researches that highlight the teaching of Mathematics for the
rural reality. Finally, this paper describes how the analyzed
publications consider the students’ reality, and focuses on the
research results, covering the use of different methodologies, the
teachers’ approach to that reality, and the use of digital
technological resources as a way to expand the possibilities of
integration between cultural and mathematical knowledge by
rural students.
Keywords: Mathematics Teaching, Rural Schools, Knowledge
Integration, Research Mapping.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
2
O que revelam as pesquisas sobre o Ensino de Matemática
realizado nas Escolas do Campo?
RESUMO. Este estudo se direciona a investigar como o ensino
de Matemática vem sendo apresentado em estudos que
envolvem práticas educativas de acordo com a realidade do
Campo, mediante um mapeamento sistemático de dissertações e
teses publicadas nos últimos 10 anos nas plataformas CAPES e
BDTD, seguindo os procedimentos de buscas de Petersen et al.
(2008). Para isso, as pesquisas foram selecionadas, classificadas
e categorizadas, apresentando como destaque: (i) recursos
tecnológicos digitais utilizados durante as aplicações das
atividades aos estudantes; (ii) a aproximação dos professores
junto à realidade do Campo; (iii) a formação integral do
estudante campesino; e (iv) a integração dos saberes informais e
formais, de acordo com as pesquisas que evidenciem o ensino de
Matemática para a realidade camponesa. Por fim, descrevemos
como as publicações analisadas consideram a realidade dos
estudantes e destacamos os resultados da pesquisa, pontuando a
utilização de diferentes metodologias, a aproximação dos
professores a essa realidade e o uso de recursos tecnológicos
digitais, como um caminho para a ampliação das possibilidades
de integração entre os saberes culturais e matemáticos junto aos
estudantes campesinos.
Palavras-chave: Ensino de Matemática, Escolas do Campo,
Integração de Saberes, Mapeamento de Pesquisas.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
3
¿Qué revelan las investigaciones sobre la enseñanza de las
matemáticas realizadas en las escuelas de campo?
RESUMEN. Este trabajo está orientado a investigar como la
enseñanza de Matemática viene siendo presentada en estudios
que consideran prácticas educativas, de acuerdo con la realidad
del Campo, mediante un mapeamiento sistemático de
disertaciones y tesis publicadas en los últimos 10 años en las
plataformas CAPES y BDTD, siguiendo los procedimientos de
búsqueda de Petersen et al. (2008). Para esto, las investigaciones
fueron seleccionadas, clasificadas y categorizadas, presentando
como destaque: (i) recursos tecnológicos utilizados durante las
aplicaciones de las actividades de los estudiantes; (ii) la
aproximación de los profesores junto a la realidad; (iii) la
formación integral del estudiante campesino; y (iv) la
integración de los saberes informales y formales, de acuerdo con
las investigaciones que presenta la enseñanza de la Matemática
para la realidad campesina. Finalmente, describimos como las
publicaciones analizadas consideran la realidad y destacamos los
resultados de la investigación, enfatizando el uso de diferentes
metodologías, la aproximación de los profesores a la realidad y
el uso de recursos tecnológicos digitales, como un camino para
la ampliación de las posibilidades de integración entre los
saberes culturales y matemáticos junto a los estudiantes
campesinos.
Palabras clave: Enseñanza de Matemática, Escuelas del
Campo, Integración de Saberes, Mapeamiento de
Investigaciones.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
4
Introduction
As the countryside is a cultural place,
full of knowledges and also full of work
opportunities, the education on this areas
aims to assimilate, among other aspects, in
what way the comprehension and the
valorization of the knowledge that the
peasant students already have, can
influence in a teaching processes.
Education for the students that live in the
countryside “challenges the pedagogical
thinking” (Santos, 2008, p. 81), because
besides considering the particular reality of
the peasants, this educational process is
also worried with the education of the
working population from the countryside,
furthermore, the process is worried with
the human formation, willing to build an
educational process that does not
considerate the individual only, but also
the collective (Molina & Jesus, 2004).
Involving the students with the
scholar practices shows that the school is
opened to new possibilities and new
challenges for mathematics’ teaching
processes, opening spaces for the student’s
knowledge to express itself is important
(D’Ambrósio, 2009).
Aiming to increase the
comprehensions about valuing the
knowledge that the students already have,
that can be involved in mathematics’
teaching practices, we claim, In this work,
to investigate, by means of a systematic
mapping of dissertations and thesis that
were published over the last ten years, how
does the mathematics’ teaching has been
presented in researches that embraces
educational practices according to
countryside’s reality, starting with aspects
like the student’s reality’s integration
together with the development of
mathematics’ teaching. The results that
will be presented are what the main aspects
reveled during the researches’ analysis.
The Brazilian common national
curricular basis, called in Brazil as BNCC,
presents, as one of its specific skills the
integration of the student’s reality with the
scholar ambient, in a way that makes
possible the valorization, ampliation and
obtention of new knowledges. While trying
to connect the classroom’s practice with
the BNCC, mathematics’ teachers face
challenges to involve the contents, the
culture, the society and the insertion of
technologies.
Exclusively on mathematics field,
the document describes that the students
need “to build an integrated vision of
mathematics, also an integrated vision of
mathematics with other knowledge areas
and a vision of mathematics applied to
reality. (Brazil, 2017, p. 471). Knowing
this fact, BNCC orients that the curricular
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
5
organization should consider the
knowledges that students already have, and
also consider the reality that students are
included in, aiming the integration and
valorization of this knowledges.
But what are the knowledges that
should be valued? The ones that can be
linked to a rich view of skills, culture,
science, technology, and the ones that are
incorporated to the countryside’s scholar
curriculum, preparing the student for the
personal and professional life in the
countryside (Arroyo, Caldart & Castagna,
2011).
Mathematics’ teaching is ruled by
the precepts of mathematics’ education,
and it can consider important aspects, such
as culture, the reality of the student’s and
their habits, making it possible for the
students to have a bigger engagement. This
way, when familiar concepts, that are
familiar because of previous countryside
experiences, are seen in school content, the
students feel more attracted to a theoretical
and practical further development in the
subject.
In this idea, countryside schools have
as one of its higher principles, the valuing
of scholar identity, what is done by
pedagogical projects, which work together
with the school subjects, contemplating
different methodologies and aiming to
adequate them to the student’s needs.
Another relevant principle is the
articulation of experiences and studies
directed to social, economic, and
sustainable developing, according with the
world of rural work (Brazil, 2010).
We understand as countryside
schools, schools that are located in rural
areas, or urban areas, as long as the urban
ones have as a main public the population
that lives in the countryside. Some schools
are called as Rural Familiar center,
Community school, Rural school, riverside
school, depending on the school’s location,
and also on the cultures that evolves the
society in which they are located. The
populations who belong to the
communities is composed by:
...familiar agricultures, the
extractives, the artisanal fisherman,
the riversides, the settled and
agrarian reform campers, the rural
employees, the quilombolas, the
caiçaras, the peoples from the forest,
the caboclos among others that
produce their material existing
conditions by working in rural areas.
(Decree no. 7.352, 2010, Art. 1º).
By this perspective, the institutions,
that attend the countryside students,
present many integration possibilities
among the countryside knowledges and the
scholar ones, principally when it comes to
mathematics’ teaching, once the rural
activities, normally are fulfilled with
mathematical knowledge (Campos 2011).
The rural knowledges are not so distant
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
6
from education, actually, this information
can make possible that advances happen
when searching for knowledge, involving
different methods to rural production and
also cultural growing (Arroyo &
Fernandes, 1999).
Finding a work methodology
Knowing the presented objectives
and the context that evolves mathematics
and the countryside schools, it was opted
for investigating researches about
mathematical teaching in countryside
schools, using a systematics mapping
methodology. A mapping presents a
selection of researches that brings us closer
to our objectives, by describing the main
aspects reveled on the selected researches,
the ones that bring mathematical teaching
in countryside schools.
This way, the mapping allows an
investigation that searches in literature, the
nature verification, extension, and quantity
of published studies (Petersen et al., 2008).
At the same time, the systematic mapping
can be defined as a study that aims to
identify the information and correlations
existent in these researches, being an
organization of primary studies in a
determinate field or knowledge area
(Motta, Basso & Kalinke, 2019).
Searching to attend the procedures
that refers to the mapping, Petersen et al.
(2008) the researching process is
presented, divided in five steps. The five
steps are: (i) defining the research
questions, (ii) realizing the research about
the primary relevant studies; (iii)
documents’ screening; (iv) abstract’s
keywording; and (v) data extraction and
mapping.
Regarding the first step (i), the
research’s main question is: how
mathematics’ teaching has been presented
in studies that involve educational
practices according to the field’s reality?
On the second step (ii), that regards to the
realization of primary studies, searches
were made in the Digital Library for theses
and dissertations (BDTD) and also in the
Theses and dissertations capes’ catalog,
regarding dissertations and theses that were
published from 2010 to 2019. The period
was stipulated, once it is the one in what
researches destinated to education present
a greater pointing variety, or, even
coverage different points of view about
methodologies and technologies
(Pischetola, 2019), principally regarding
the countryside schools and the field
education (Goulart et al., 2020).
The choice by the two research
resources, was made due to the idea of
covering as many researches as possible,
regarding that some of these researches are
only in the BDTD or only on the CAPES.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
7
For the quest realization, the following
terms were used “countryside education”,
“schools from the/ on the countryside”,
“mathematics’ teaching”, “mathematics”
and “mathematical education”. The
following selection criteria were also
chosen: 1- the research must had on it’s
title, at least one of the descriptors, or that
the title remitted to one of them; 2- that the
publishing period was between 2010-2019;
3- that the research showed the application
on the basic education and with the
countryside students; and 4- that the
mathematics’ teaching is pointed, and from
the educational practices, or reflections
about the countryside culture. Once the
criteria are established and the researches
are classified, after reading and analyzing
the researches, nine researches were
selected to be studied.
So, the decision of refining the quest
was taken. This refining included other
descriptors that were presented in some of
the first analyzed researches: “rural
schools” or “rural school” and “rural” both
as a singular world and as a plural world.
Aiming to relate the descriptors, logical
Boolean operators were used, in English
OR (OU in Portuguese), and AND (E in
Portuguese) (Falbro, 2012). The used
expressions were “countryside education”
OR “education in countryside” AND
(“mathematics OR mathematical education
OR mathematics’ teaching); “Schools in
countryside” OR “schools on the
countryside” AND ("Mathematics" OR
"Mathematical Education" OR
"Mathematics’ Teaching"); Countryside
schools" OR "schools on the countryside"
AND ("mathematics" OR "Mathematical
Education" OR "Mathematics’ teaching");
"Rural School" AND ("Mathematics" OR
"Mathematical Education" OR
"Mathematics’ teaching"); "rural schools"
AND ("Mathematics" OR "mathematical
education" OR "mathematics’ teaching");
"rural" AND ("Mathematics" OR
"mathematical education " OR
"mathematics’ teaching"); e "rural" AND
("Mathematics" OR "mathematical
education" OR "mathematics’ teaching").
After the expression’s definition, the
selection criteria, already indicated, were
followed. While carrying this research, it
was decided to organize the data in an
excel folder, which would include the main
information, such as the thesis and
dissertations data bank (CAPES or
BDTD), the research’s title, the author, key
worlds, publishing year, the program
(academical master’s degree, professional
master’s degree or doctor’s degree),
institution, research’s abstract, goal to be
reached with the research, methodology
and results founded.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
8
Going to the next step (iii), regarding
the document’s screening on the CAPES
platform, relative filters were used,
regarding the researches that were facing
mathematics’ teaching for countryside
studies, selecting the researches that
involve the following great areas of
knowledge: agrarian sciences, exacts, land
and multidisciplinary sciences. A filter
regarding the areas of knowledge was also
applied, the selected fields were: Teaching,
mathematics, and science teaching,
interdisciplinary, mathematics and rural
extension.
Starting the quest, 58.450 researches
were in at least one of the descriptors, both
in the CAPES and BDTD platforms. When
the two first criteria were applied, related
to the presentation in the title of at least
one of the descriptors and that the
publishing that must have been in the last
ten years, 115 results were totalized. When
the researches that appeared double inside
the platforms were taken out, the number
fell to 77 studies.
This total number of researches
refers to both the searching platforms, so, it
was necessary to verify if were there
duplicity among the two platforms. While
making the analysis, it was noticed that 10
researches were presented in both the
CAPES and BDTD platforms.
Disregarding these results, we arrived in
the final quantity of 67 researches that
were selected to be analyzed by the next
selection criteria.
After verifying the criteria related to
the application in basic education and with
the countryside students, twenty six
researches were discarded due to the
reason that this one’s referred themselves
to technical courses (1), teacher’s
graduation (7), and teacher’s formation
(16). Besides those, other studies that
could not be used were found. One with
unauthorized disclosure, and another one
that was not analyzed because it was not
available for downloading. So, a total of 41
researches were selected.
The last inclusion criteria, related to
mathematics’ teaching from educational
and reflective practices about the
countryside culture, directed this survey to
24 researches, that will be considered in
the present study. The 24 researches
selected are classified as master’s degree
researches. Among them, 10 are from
academic’s master’s degree (MA) and 14
are from professional master’s degree
(MP). The first chart presents the principal
data about each job, following the
publication’s chronological order.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
9
Chart 1 - Researches relation.
Nº.
Bank
Program
Research’s title
Author
(year)
1
CAPES
MA
Countryside Students’ Conceptions About Learning
Mathematics’ Resources
Macêdo
(2010)
2
CAPES
MP
First Degree Polynomial Function on the Eight
Degree of Elementary School: A Job Made with
Quotidian Situations.
Seckler
(2010)
3
CAPES
MA
Graphic’s Interpretation on a Computational
Ambient, by Students from a Rural School on the
City of Caruaru-PE
Alves (2011)
4
BDTD
MA
The intellectual student’s commitment in
mathematics classes that instigate the relationship
between the mathematical relationship brought from
the rural context and the one mobilized in the school
context
Lima (2011)
5
CAPES
MA
Ecology of Mathematical Knowledge in a Family
Center of Alternation formation (CEFFA): The
Method of Reduction to Unities in the Praxeology of
the CEPE School
Assunção
(2012)
6
BDTD
MP
Mathematical Education, Rural Cultures and
Ethnomathematics: possibilities for a pedagogical
practice
Strapasson
(2012)
7
CAPES
MP
Teaching and Learning of Mathematics and Rural
Education: The Case of the Rural Municipal
Community School “Padre Fulgêncio do Menino
Jesus”
Andreatta
(2013)
8
BDTD e
CAPES
MP
Mathematical Modeling in Rural Education
Feyh (2013)
9
CAPES
MP
Statistics Teaching in a Countryside School: A
Purpose for a 6 Grade from Fundamental School
Pereira
(2013)
10
CAPES
MA
Mathematical Modeling with Algebraic Content for
the 9 Grade
Santos
(2014)
11
CAPES
MP
Potentialities of Photography for Teaching Geometry
and Proportion in a Rural School
Frantz
(2015)
12
BDTD
MP
The knowledges (Dis)Construction on Countryside
Education: Dialogues among Knowledge in
Mathematics Education
Alves (2016)
13
CAPES
MP
Monitoring at Countryside schools: Students Helping
Students in Mathematics’ learning
Camara
(2017)
14
BDTD e
CAPES
MP
An application of mathematical modeling in rural
education
Dufeck
(2017)
15
CAPES
MA
Rural Education: Redefining the mathematical
knowledge of young farmers in Amazonian
communities
Leite (2017)
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
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10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
10
16
CAPES
MA
Mathematical Modeling projects and Theorems in
Action: An Investigation on the Concepts of Area
and Perimeter
Preischardt
(2017)
17
CAPES
MP
Mathematics for basic education students, in rural
schools with family income from milk production
Anna (2018)
18
CAPES
MP
Ethnomathematics and Geometry Teaching at
countryside schools, interacting with information and
communication technologies
Deoti (2018)
19
CAPES
MP
Mathematical Modeling in Rural Education:
Weaving New Paths
Leite (2018)
20
BDTD e
CAPES
MA
Field Education and Mathematical Modeling:
Greenhouse construction for organic production on
the rural area of São Sebastião do Caí
Flores
(2019)
21
CAPES
MP
Ethnomathematics: The Know-How of Tankers in
the Brazilian Semiarid Region and their
Contributions to the Teaching-Learning of School
Mathematics
Freire
(2019)
22
CAPES
MP
Rural Education and Mathematical Education: a
possible articulation
Lima (2019)
23
CAPES
MA
The Dream of Icarus: Technology-Mediated
Mathematics Teaching in High School - City of
Manaus
Melo (2019)
24
BDTD
MA
Differences and approaches to mathematical
knowledge: scholar and rural
Nascimento
(2019)
Source: Own Authorship (2020).
With the researches selection done,
we went to the detailed analysis, aiming to
verify how does the mathematics’ studies
were aborded in countryside schools.
Analysis and discussion on the data
identified in the mapping
Once the researches were identified,
we could go further to the (iv) step,
proposed by Petersen et al. (2008), which
refers to abstract’s keywording. Initially,
we detailed the gathering of the main
aspects from the selected studies, aiming to
evidence the keywords from the
researches. On the figure 1, a word cloud,
we present what the main aspects indicated
in the selected researches are.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
11
Figure 1 - Keywords cloud from the selected researches.
References: Own Authorship (2020).
It was noticed that the researches
evidence the stablished criteria, indicating
that this works agree with the history, the
countryside culture and the mathematics’
teaching, presenting some contents such as
geometry, functions, and statistics. We also
were able to visualize that
Ethnomathematics, Mathematics Modeling
and the technologies also take place in the
mapped researches.
Knowing this information, the chart
2, composed by all the mapped researches
and their respective methodologies,
resources, and theories.
Chart 2 - Demonstrative about the use of methodologies, resources, or theories in which one of the researches.
Methodologies/resource
Authors
Quantity
Ethnomathematics
Alves (2016);
Andreatta (2013);
Anna (2018);
Assunção (2012);
Camara (2017);
Deoti (2018);
Freire (2019);
Lima (2019);
12
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
RBEC
Tocantinópolis/Brasil
v. 5
e9727
10.20873/uft.rbec.e9727
2020
ISSN: 2525-4863
12
Nascimento (2019);
Strapasson (2012);
Macêdo (2010);
Lima (2011)
Mathematics Modeling
Dufeck (2017);
Feyh (2013);
Flores (2019);
Leite (2018);
Preischardt (2017);
Santos (2014)
6
Digital Technologies
Alves (2011);
Deoti (2018);
Frantz (2015);
Freire (2019);
Melo (2019)
5
Alternation Pedagogy
Assunção (2012);
Leite (2017);
Alves (2016)
3
Liberating Education (Free
education)
Flores (2019);
Lima (2019)
2
Critical Mathematical
Education
Lima (2019);
Seckler (2010)
2
Mathematics’ Literacy
Lima (2011)
1
Statistics’ education
Pereira (2013)
1
Problems solving
Seckler (2010)
1
Others
Macêdo (2010);
Preischardt (2017).
2
Source: Own Authorship (2020).
The graphic number 1 brings a
demonstrative, for a better viewing of what
methodologies, resources or theories
presents the higher number of studies,
aiming the theorical, or practical
groundings. It is important to highlight that
the same research can appear in more than
one methodology, resource, or theory.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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Graphic 1 - Methodologies, resources, or theories used on the selected researches.
Source: Own Authorship (2020).
During the reading of the selected
researches, it was noticed that the studies
that evidence the same aspects, use similar
theorical foundations, following the same
analysis way during the applications with
students. The methodology, resource or
theory that was used the most was the
Ethnomathematics, aiming to demonstrate
the dialogue between the mathematical
knowledge and the rural popular
knowledge, and also the contribution given
by the scholar teaching to the practices
made in the communities that are part of
the students’ lives. This aspect was noticed
in the researches made by Alves (2016),
Andreatta (2013), Anna (2018), Assunção
(2012), Camara (2017), Deoti (2018),
Freire (2019), Lima (2019), Nascimento
(2019), Strapasson (2012), Macêdo (2010)
e Lima (2011).
The Mathematical Modeling is
indicated in the researches made by
Dufeck (2017), Feyh (2013), Flores
(2019), Leite (2018), Preischardt (2017) e
Santos (2014). They present the adaptation
of the school contents to the students’
realities, and also the contribution from the
mathematical related knowledge to the
local culture, by using activities done with
topics that contextualizes the field area and
the mathematical contents.
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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Related to the digital technologies,
they were used as a resource for
mathematical teaching on the researches
made by Alves (2011), Deoti (2018),
Frantz (2015), Freire (2019) e Melo
(2019). These ones presented the interest
by the practice in activities that evolve the
mathematics’ discipline and the field
knowledges with the use of computers,
tablets, smartphones, and other devices.
The researches highlight the use of
technological resources used to teach how
to calculate areas, how to analyze graphics
and geometric forms, exploring
Mathematics as knowledge together with
the field practices.
The researches made by Assunção
(2012), Alves (2016) e Leite (2017)
present reflections and applications about
how does the mathematical knowledges
dialogue with the knowledges of
agriculture’s, specifically about their
mathematics knowledge. When referring to
scholar mathematical knowledges helping
on the developing of the community, the
alternation pedagogy aims to involve the
countryside student’s reality and the school
knowledges, making possible an exchange
of knowledges, so that this one’s contribute
to the personal, academical and
professional students’ life. Agreeing with
the Ethnomathematics pedagogy, Alves
(2016, p. 89) highlights that:
When this methodology is used on
mathematics’ teaching in rural
contests, it is possible to notice that
altering allied to Ethnomathematics
was valuable, because this two
educational principles consider not
only the cultural specifications of the
groups, but also the needs to make
the community stronger and the
emancipation of people.
The critical mathematic education
showed itself in the work made by Lima
(2019) and Seckler (2010). This aspect has,
as a possibility, the involvement of
students with situations in which
mathematical notions are needed, such as
the developing of criticality and
developing the society comprehension,
focused on decisions making. Seckler
(2010) talks about problems solving and
presents the way that students solve
correctly calculus when this ones are
connected with their culture, but the same
students show difficulties when the
problems bring functions and graphics in
the cartesian plane. The author also
highlights the importance of reviewing the
mathematical contents before the
contextualization among knowledges,
because, in this way, the students present a
higher autonomy in problems solving.
Talking about the Liberty education,
the researches have as a goal relating the
contribution on the countryside student’s
formation, to the scholar knowledges. This
was detailed on the written made by Flores
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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(2019) e Lima (2019). Flores (2019) points
to the developing of criticality, the
societies’ comprehension, in what field
students are inserted, and also the potential
of the decisions making when building a
greenhouse for planting vegetables and
seasonings, in which the food would be
eaten by the own students during lunch at
school. Lima (2019) studies the activities
produced in the community, such as the
growing of sugar cane and other rural
practices from the region, analyzing the
familiar relation in the context of its
involving with the productive activity to
guarantee that the scholar necessities are
covered. The researcher constated that the
countryside students who belongs to the
rural families almost do not approximate
Mathematics to the countryside school.
The statistics education is pointed by
Pereira (2013) when verifying that the
subjects aborded on school have a meaning
in the daily life of the students. Due to this,
information about the agriculture culture
emphasized in that region were
highlighted, creating a project about the
agricultural profile and the tobacco
production in Brazil, the impacts of culture
and possible solutions by agroecology.
Lima (2011) analyzed the student’s
texts in the perspective of mathematical
lettering, by the intellectual engaging and
the relations between mathematical
knowledge and the rural context. Both in
discussions and in texts, the researcher
could see the mathematical knowledges
that refers to the rural context mobilized on
the scholar culture, showing that the
students already bring cultural knowledges
and can articulate them with scholar
practices.
On the topic “others”, presented on
the Graphic n° 1, we have the research
made by Macêdo (2010) and the one made
by Preischardt (2017). The research made
by Macêdo (2010) it is used the social
representations theory with the idea of
discussing mathematical teaching
elements, starting by the countryside
student’s conceptions about the used
resources to learn mathematics. For this,
the author identified the student’s
conceptions, analyzed, and highlighted the
resources used for mathematics teaching,
clarifying the material and human
resources’ conceptions on teaching and
mathematical learning. Preischardt (2017)
uses the conceptual fields theory, aiming to
identify how theorems in fake actions
manifest themselves on student’s answers,
in contextualized questions about day to
day situations.
Concluding the researchers’
synthetization presentation, the last step
(v), referring to the extraction of effective
data on the mapping. So, we reoccurred to
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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the detailed reading, and also to the
demonstrative made with the words cloud
and to the main aspects of each one of the
researches, making possible that the
categorizations were made according to the
directions given by the authors.
The categorization can cover one or
more researches, once these ones are
related to the objectives proposed here. It
was opted by the creation of categories to
organize and to make a better classification
of the found researches, just as it was
suggested by Petersen et al. (2008) and by
Okoli (2015), or even also favoring the
grouping of messages according to the
information’s similarities, such as
indicated by Motta, Kalinke and Mocrosky
(2018).
To the categorization, a reading of
the following parts was made: abstracts,
introduction, methodology, objectives and
final considerations or conclusions
established by the researches’ analysis, and
when this parts that were read were not
able to bring the information required, the
reading advanced to the other chapters
“according to criteria defined by the
researcher, willing to attend to the studies
objectives” (Motta, Basso & Kalinke,
2019, p. 211). The third chart highlights
the categories, as well as the description
and the respective researches that fit in any
of them.
Chart 3 - Selected researches categorization.
Categorization
Description
Researches
Digital and
technological resource
Researches that are directed to this category
presents the use of digital technology as a
resource to make possible a higher integration of
the student with the Countryside schools to the
mathematical contents.
Alves (2011); Deoti (2018);
Frantz (2015) e Melo
(2019).
Teacher
These researches highlight wow the involving
and the knowledge of the teachers, gathered with
the countryside reality make better results to the
rural education possible.
Alves (2016); Lima (2011);
Strapasson (2012); Lima
(2019) e Macêdo (2010).
Formation
The researches included in this category have as
their objectives presenting how the mathematical
teaching on countryside schools can contribute to
student’s formation, together with the countryside
practices.
Alves (2016); Dufeck
(2017); Andreatta (2013);
Leite (2017); Feyh (2013);
Anna (2018); Flores (2019);
Assunção (2012); Seckler
(2010); Freire (2019) e Leite
(2018).
Knowledge
This category includes the authors that
emphasized in their studies the evolving of the
formal and informal integrating them on the
countryside schools.
Alves (2016); Pereira
(2013); Santos (2014);
Assunção (2012);
Preischardt (2017); Camara
(2017); Strapasson (2012);
Deoti (2018); Lima (2011);
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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Lima (2019); Nascimento
(2019); Dufeck (2017);
Andreatta (2013); Leite
(2017); Feyh (2013); Anna
(2018); Flores (2019);
Seckler (2010); Freire
(2019) e Leite (2018).
Source: Authors (2020).
The smallest quantity of researches is
referring to the use of digital technological
resources together with the practices on
mathematics teaching on countryside
schools. This fact happens due to the lack
of technological equipment both on
schools and on the student’s houses, or
also by the lack of knowledge or formation
to work with these resources presented by
the teachers. On these researches, it is
indicated that the countryside students do
like, and they also participate on the
classes when the practices happen with the
use of technologies. As an example, on the
research carried out by Alves (2011), it is
described that there were no difficulties on
the use of computers with the rural
students, even though it was the first time
that a school activity was carried out with
this perspective.
The second category highlights the
approximation made between teachers and
the rural reality, identified on the Chart n°
3 as “teacher”. This is a topic that has to be
considered, once many teachers that work
on Countryside schools are not prepared to
act in this context, and know little about
the practices that evolve agriculture, not
being familiarized with the knowledges
from this reality. That is the reason why it
is important for teachers to search for
knowledge possibilities, being them in
formations, researches or projects that use
different teaching methodologies, which
cab make possible that the student’s
previous knowledge is considered. On this
idea, it is expected that the pre-established
concepts from the students, are
investigated, as well as what the practices
done in that community are. The teacher
does not need to carry out only rural
related activities in the classroom, but the
teacher needs to relate scholar mathematics
with the non-scholar mathematics,
determining favorable moments to have
connections between both the knowledges
(Strapasson, 2012).
The third category links the research
practices with the scholar teaching
contribution to the countryside’s students’
formation, in a way that mathematical
teaching on rural school contributes to the
integral students’ formation. According to
this perspective, the researches that fit in
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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this category, analyzed the way that the
students learn at school, evidencing the
practices such as personal and professional
contribution. Focused on this end, the day
to day dynamics in formal educational
spaces, can consider the cultural
characteristics and allow the elaboration of
new knowledges, thenceforth the
knowledges already developed on the local
community social relations (Feyh, 2013).
The greatest part of the
highlighted researches in this mapping, in a
total of 20, are worried with the integration
of the knowledges in activities for
decision’s taking, contributing to the
student’s autonomy (Flores, 2019).
The researches that refers themselves
to the “Teacher” category, shows
researches that describe this category
aiming to relate formal and informal
knowledges, promoting the learning and a
best knowledges integration. With this, we
aimed to develop critical thinking and
capacitation, pointing that the
approximation, the knowledge and the
teachers’ evolving, together with the rural
reality, making a better knowledge’s
integration with the use of different
methodologies, theories or technological
resources possible. In this way, so that this
integration occurs and make a teaching
valorization and mathematical content
able, it is necessary an integration of the
cultural, rural, and mathematical
knowledges, making possible that the
student have an integral formation.
Final considerations
This mapping points to researches
that evolve Countryside Schools and
mathematical thinking, presenting studies
that evolve educational practices according
to the rural reality. The researches
happened in the ways that were previously
described and, depending on the choice,
terms or databases, other results can be
identified, what makes the Systematic
Mapping an open study.
The listed researches in this study, fit
in one or more categories, which the
descriptions aim to favor the
complementation among the researches,
according to their characteristics. When
abording this categories, Mathematical
teaching can present higher students’
evolving possibilities, with the contents
that are worked in classrooms, making
possible a formative teaching, considering
that:
...life in the Countryside also teaches
Math, because it is not difficult to
notice that the rural man and woman
use measuring and counting
techniques, as well as the geometric
teaching and probabilistic in their
relation with life, principally, in their
relation with work. (Alves, 2016, p.
52).
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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With this, the school, having as its
principal goal the integral students’
formation, needs to integrate the
knowledges and the scholar practices,
evidencing the culture and the informal
knowledge that the students have.
Although, we highlight that for a
better use and a better teaching promotion,
together with the rural schools, an
extension of this study can be directed to
the teachers that teach in Countryside
schools, presenting suggestions and
applications of the activities or practices,
relating them to agriculture or livestock, as
a form of mathematics’ knowledges
obtention with the goal of contributing to
the student’s reality. Thus, a research’s
continuation could evolve Math teachers
that are active members from the study
local and that present their considerations
together with the countryside life.
A second possibility is the followed,
continued and constant formation for
countryside teachers, objecting to axialite,
verify and diagnose how the Agricole job
happens and what are the informal
knowledges that the students already have
that evolve math concepts. With this, it is
possible to give opportunities to
mathematics’ teaching practices with the
use of technological resources and varied
methodologies, such as, for example, the
ethnomathematics and mathematical
modeling that are among the most used
ones in the researches that this mapping
reveled.
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Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O., Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside reveal?
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no 9º Ano (Dissertação de Mestrado).
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Article Information
Received on June 20th, 2020
Accepted on October 10th, 2020
Published on November, 25th, 2020
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Giane Fernanda Schneider Gross
http://orcid.org/0000-0002-5225-6484
Neumar Regiane Machado Albertoni
http://orcid.org/0000-0002-3023-3468
Érica Oliveira dos Santos
http://orcid.org/0000-0002-2397-1307
Marcelo Sousa Motta
https://orcid.org/0000-0001-5534-2735
Marco Aurélio Kalinke
https://orcid.org/0000-0002-5484-1724
How to cite this article
APA
Schneider Gross, G. F., Albertoni, N. R. M., Santos, E. O.,
Motta, M. S., & Kalinke, M. A. (2020). What do researches
on mathematics teaching in schools of the countryside
reveal? Rev. Bras. Educ. Camp., 5, e9727.
http://dx.doi.org/10.20873/uft.rbec.e9727
ABNT
SCHNEIDER GROSS, G. F.; ALBERTONI, N. R. M.;
SANTOS, E. O.; MOTTA, M. S.; KALINKE, M. A. What do
researches on mathematics teaching in schools of the
countryside reveal? Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 5, e9727, 2020.
http://dx.doi.org/10.20873/uft.rbec.e9727
