Math Education: Collaborative Learning for Educational Equity

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Víctor Belmonte Major de Paula
Anderson de Moraes Fonseca
Willian Jose Ferreira
Kátia Celina da Silva Richetto

Abstract

The purpose of this article is to analyze how collaborative learning can contribute to the creation of inclusive and contextualized environments in the teaching of geometry. Collaborative learning is emerging as a promising approach to promote logical-mathematical reasoning, critical thinking, and equity among diverse student populations. Historical and structural factors significantly impact the physical well-being and mathematical development of many Brazilian students, particularly in the context of plane geometry, which requires mathematical literacy, spatial reasoning, and problem-solving skills that are often hindered by inequitable educational conditions. This study presents an experiential narrative detailing the planning and implementation of a collaborative geometry activity with first-year high school students in Paraíba Valley Metropolitan Area, São Paulo, Brazil. Findings highlight how collaborative approaches promote students’ mathematical cognitive development and address intersectional factors and inequalities in the Brazilian educational landscape. Collaborative activities stimulated student engagement, promoted meaningful interactions, and facilitated inclusivity, allowing each student to construct his or her own knowledge. In addition, this study highlights the importance of ongoing professional development for educators to enhance collaborative practices and create equitable learning environments in mathematics education. These activities were instrumental in promoting active student participation, productive interactions, and inclusive education, thereby enhancing learning opportunities for all students.

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How to Cite
de Paula , V. B. M., Fonseca , A. de M., Ferreira, W. J., & Richetto, K. C. da S. (2024). Math Education: Collaborative Learning for Educational Equity. EIKI Journal of Effective Teaching Methods, 2(3). https://doi.org/10.59652/jetm.v2i3.233
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Articles
Author Biographies

Víctor Belmonte Major de Paula , University of Taubaté, Brazil

The author holds a Bachelor's degree in Mathematics Education from the Federal Institute of Education, Science and Technology of São Paulo. He is currently pursuing a Master's Degree in Education at the University of Taubaté, focusing on Pedagogical Practices for Equity in Mathematics Education. He is also a secondary school teacher for the Government of the State of São Paulo, Brazil.

Anderson de Moraes Fonseca , University of Taubaté, Brazil

The author holds a Bachelor's degree in Mathematics Education from the University of Taubaté (UNITAU) and a Bachelor's degree in Education from UNIMES. He is currently pursuing a Professional Master's Degree in Education at UNITAU, focusing on pedagogical practices for equity. He has been working as a primary and secondary school teacher since 2012. He has also contributed to the "School of the Family" program in São Luiz do Paraitinga, developing educational projects. Currently, he teaches mathematics at the Monsenhor Ignácio Gióia State School and serves as advisor to the Student Council. In 2023, he received an Honorable Mention from the Taubaté Education Board for his innovative teaching practices in high school and was recognized as an "Inspirational Teacher".

Willian Jose Ferreira, University of Taubaté, Brazil

Professor and researcher in the Professional Masters in Education at the University of Taubaté (MPE - UNITAU). He holds a Bachelor's degree in Physics from the State University of São Paulo (UNESP), a Master's degree in Environmental Sciences from the University of Taubaté (UNITAU), and a Ph.D. in Space Geophysics from the National Institute of Space Research (INPE). He is also involved in the Teacher Specialization Program (PED Brazil), an initiative of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil, located at the Stanford Graduate School of Education, developed in partnership with the Canoa Institute. His research focuses on developing pedagogical approaches for equity in the teaching and learning of mathematics, particularly formative assessment practices.

Kátia Celina da Silva Richetto, University of Taubaté, Brazil

Professor and Researcher in the Professional Master's Program in Education at the University of Taubaté (MPE - UNITAU). She holds a degree in Chemical Engineering from the School of Engineering of Lorena, University of São Paulo (EEL-USP), a Master's degree in Mechanical Engineering from São Paulo State University (UNESP), a PhD in Materials Engineering from EEL-USP, and a specialization in Distance Education from the University of Taubaté (UNITAU). Currently, she is the Director of the Basic Institute of Exact Sciences (IBE) at UNITAU and is involved in the Teacher Specialization Program (PED Brazil), an initiative by the Lemann Center for Educational Entrepreneurship and Innovation in Brazil, located at the Stanford Graduate School of Education, developed in partnership with the Canoa Institute. Her research focuses on developing pedagogical approaches for equity in the teaching and learning of mathematics.

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