Learning, Intelligence and Social Environment: epistemological conceptions

Authors

DOI:

https://doi.org/10.1590/2175-6236124666vs01

Keywords:

Epistemology of the Mathematics Teacher, Learning Ability, The Role of Social Environment, Inherited Intelligence, Constructivist Interactionism

Abstract

The text analyses questions 12-14 of the 24 included in the research entitled Epistemology of the Mathematics Teacher (Becker, 2012b), based on interviews with 17 teachers from Peru, Chile and Uruguay. The general aim is to identify the epistemological conceptions underlying mathematics teaching, specifically to learn how teachers explain the learning abilities of students from different social backgrounds and if they think intelligence is inherited. Teachers: display empiricist or aprioristic, rather than constructivist epistemologies; believe intellectual abilities are inherited and differentiated by the environment; and undervalue the action of the subject. The theoretical reference is Genetic Epistemology.

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Author Biography

Fernando Becker, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre/RS – Brasil

Fernando Becker é Graduado em Filosofia, mestre em Educação: Ensino, doutor em Psicologia Escolar e do Desenvolvimento Humano pela Universidade de São Paulo (USP). Professor titular, aposentado, atuando como Docente Convidado na Universidade Federal do Rio Grande do Sul (UFRGS).

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Published

2024-01-15

How to Cite

Becker, F. (2024). Learning, Intelligence and Social Environment: epistemological conceptions. Educação & Realidade [Education & Reality], 48. https://doi.org/10.1590/2175-6236124666vs01

Issue

Vol. 48 (2023)

Section

Articles

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Copyright (c) 2023 Educação & Realidade [Education & Reality]

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