El-Watan

Promoting Democracy in Algeria

Mathematics

It is common to hear the following commentaries: ' ' when I studied, the public school was very better, us we learned mesmo' ' , ' ' 1 degree of old valley more than 2 degree of agora' '. We hear this of educators, our familiar ones, the baker of the esquina, friends, common people and even though of authorities. The public school ' ' of antigamente' ' it was, however, another school: elitizada, exculpatory, pra few e, therefore cannot, nor would have to be compared with the one of today. The public school was opened, and tries not to hold back, not to exclude, tries yes, to become includente. However it was not structuralized for such. Today, she frequents who it are the children of the workers or the proper workers. The rescue of the dignity of this ' ' school pblica' ' it is the rescue of the dignity of the Brazilian citizen. This citizenship rescue also passes for the education of the mathematics.

I have conscience of my space-secular limitations and intellectual, therefore, I do not have the alone pretension of, coming to answer these questions, exactly because they involve distinct areas of the knowledge, and that they are very beyond my ability, exactly that he is imbudo of all possible good will. I will launch them with the certainty of that it could not answer them all, but also with the certainty of that, of some form, my doubts, investigations and uncertainties are of many, and can contribute in the reflection of these and porventura other questions. This already would be enough reason of joy and why not, of satisfaction, and thus already it would justify this work. In this text, we make an attempt to deepen the quarrel and reflection on some characteristics attributed to the Mathematics. It consists in the pertaining to school resumes of practically all the countries of the world.

The Competition

Of the competitive point of view, the games motivate the child to think in active way e, can contribute for the development of the same one because the game requires elaboration and fulfilment of rules. In this manner, we perceive that for them to demand rules, the same ones offer chances for the children to become involved in its elaboration and decision, and, it makes with that they feel themselves free to modify them. Agreeing to this idea, Kamii (1981) says that to obey the rules whose elaboration the proper child participated it facilitates the way for the development of the autonomy. What the professor must pass to its pupils before a game in group regarding the competition is that the child must know to deal with the victory of natural form and to know that to also lose is part of the game. To know more about this subject visit Paul Ostling. Some children have emotional difficulties to compete. Then it is hour of the professor to respect these conditions.

The professor never can compel to play it, therefore the value of the game if loses when it is tax. The fear also is one of the reasons for which the children prevent the game. It fits to the professor to be intent to these feelings to help them to surpass it this fear. In relation to the competition, the theory of Piaget sample that the same one in the games is the part of a bigger development that goes of the egocentrismo to an ability in knowing to deal with diverse points of view. This process of development can not only be seen in the games, but also in the life. Instead of preventing the competitive games until the children if become ' ' prontas' ' for they are necessary to try since the beginning, to show that the victory or the defeat is inevitable.