{"id":2807,"date":"2013-10-28T21:31:30","date_gmt":"2013-10-28T21:31:30","guid":{"rendered":"http:\/\/www.cnrv.ro\/apostolul\/?p=2807"},"modified":"2013-10-28T21:31:30","modified_gmt":"2013-10-28T21:31:30","slug":"fara-matematica-am-avea-o-cultura-mult-mai-saraca","status":"publish","type":"post","link":"https:\/\/www.slineamt.ro\/apostolul\/cogito-ergo-sum\/fara-matematica-am-avea-o-cultura-mult-mai-saraca\/","title":{"rendered":"F\u0103r\u0103 matematic\u0103 am avea o cultur\u0103 mult mai s\u0103rac\u0103"},"content":{"rendered":"

*Pseudointerviu cu prof. univ. dr. Vasile POSTOLIC\u0102<\/p>\n

\"Postolica\"<\/a>\u2013 Domnule profesor, ave\u0163i \u00een spate o \u00eentreag\u0103 bibliografie care v\u0103 acrediteaz\u0103 activitatea \u015ftiin\u0163ific\u0103. De ce \u00eenc\u0103 o carte? Mai exact, de ce aceast\u0103 carte? Are \u201eIncursiuni necesare matematicii didactice\u201d (Editura Matrix Rom, Bucure\u015fti, 2013) o motivare special\u0103?
\n\u2013 Am scris aceast\u0103 carte reflect\u00e2nd asupra modalit\u0103\u0163ilor cuvenite de a ne exprima, prin exemple de componente matematice cognitive esen\u0163iale, privind posibilit\u0103\u0163ile de \u00eenv\u0103\u0163are, asimilare, rela\u0163ionare, deci de cunoa\u015ftere. Lacunele constatate la cursurile care solicitau informa\u0163iile ce alc\u0103tuiesc con\u0163inutul c\u0103r\u0163ii m-au determinat s\u0103 le reconsider \u00eentr-o manier\u0103 original\u0103, spre a fi folosite de to\u0163i cei interesa\u0163i, indiferent de programe \u015fi manuale. Rela\u0163iile dintre abstract \u015fi concret, de pild\u0103, sunt absolut nefunc\u0163ionale f\u0103r\u0103 \u00eensu\u015firea no\u0163iunii esen\u0163iale de num\u0103r real, cel pu\u0163in pentru c\u0103 at\u00e2t a reu\u015fit omenirea s\u0103 cunoasc\u0103 \u015fi s\u0103 foloseasc\u0103 \u00een existen\u0163a sa natural\u0103, istoric\u0103 \u015fi, implicit, actual\u0103. Teoria numerelor \u201es-a oprit\u201d la mul\u0163imea numerelor reale pentru c\u0103 civiliza\u0163iei umane nu i-au \u201etrebuit\u201d alte numere, cel pu\u0163in p\u00e2n\u0103 acum\u2026
\n\u2013 N-a\u015f vrea s\u0103 intr\u0103m \u00een prea multe detalii tehnice. Dac\u0103 ar fi s\u0103 situa\u0163i aceast\u0103 carte \u00een contextul larg \u015fi deseori contradictoriu al punctelor de vedere despre \u015ftiin\u0163a matematicii, unde a\u0163i situa-o?
\n\u2013 Contextul de lucru a fost oferit de prima accep\u0163iune istoric\u0103 a matematicii de \u201e \u201eMuzic\u0103 a ra\u0163iunii\u201d, urmat\u0103 de recunoa\u015fterile ulterioare, mondiale, de \u201eRegin\u0103 a tuturor \u015ftiin\u0163elor\u201d, respectiv drept \u201eFundamentul \u015ftiin\u0163ei \u015fi tehnologiei moderne\u201d, cu ultima apreciere \u015ftiin\u0163ific\u0103, interna\u0163ional\u0103, unanim\u0103 de \u201eLimbaj universal al \u015ftiin\u0163elor actuale\u201d. Existen\u0163a uman\u0103 actual\u0103 solicit\u0103 \u00eenc\u0103 r\u0103spunsul la \u00eentrebarea fireasc\u0103: \u201eMai este Educa\u0163ia prin Matematic\u0103 necesar\u0103? \u201e \u015ei, dac\u0103, da, pentru cine, de ce \u015fi c\u00e2t de departe este angajat\u0103 \u00een cunoa\u015ftere? completat\u0103 cu balan\u0163a dintre educa\u0163ia prin \u00eenv\u0103\u0163\u0103m\u00e2ntul cu con\u0163inut matematic \u201epentru to\u0163i\u201d \u015fi competen\u0163ele, performan\u0163ele la nivele superioare, cu implica\u0163iile existen\u0163iale. Recentele tendin\u0163e \u00een acest sens sunt urm\u0103toarele: motiva\u0163ie redus\u0103; cre\u015fterea gradului de ne\u00een\u0163elegere pentru matematic\u0103, component\u0103 esen\u0163ial\u0103 a culturii: \u201eMatematica este o parte integrant\u0103 a culturii \u015fi f\u0103r\u0103 matematic\u0103 am avea o cultur\u0103 mult mai s\u0103rac\u0103\u201d (extras din conferin\u0163a \u201eCultur\u0103 \u015fi Matematic\u0103\u201d prezentat\u0103 de domnul academician Solomon Marcus la Piatra Neam\u0163, 1o noiembrie, 2009); \u201efrica\u201d de matematic\u0103 \u201edob\u00e2ndit\u0103\u201d uneori \u00een perioada \u015fcolariz\u0103rii; atitudine pasiv\u0103 fa\u0163\u0103 de studiu; folosirea calculatoarelor, f\u0103r\u0103 discern\u0103m\u00e2ntul informa\u0163ional adecvat, pentru care cartea r\u0103m\u00e2ne esen\u0163ial\u0103. \u00cen consecin\u0163\u0103, se impune precizarea unor argumente riguroase pentru studiul matematicii prin metode efective privind predarea no\u0163iunilor din matematic\u0103 \u015fi utilizarea unor resurse adecvate destinate \u00eenv\u0103\u0163\u0103rii prin asimilare a cuno\u015ftin\u0163elor din matematic\u0103.
\n\u2013 S-a acreditat, \u00een vreme, desp\u0103r\u0163irea \u00eenv\u0103\u0163\u0103m\u00e2ntului \u00een \u201ereal\u201d \u015fi \u201euman\u201d; matematic\u0103, fizic\u0103, chimie \u2013 pe de o parte; filosofia, pedagogia, istoria, limbile \u2013 neao\u015fe sau str\u0103ine \u2013 pe de alta. Cum mai stau lucrurile \u00een prezent?
\n\u2013 Ast\u0103zi, matematica apare nu numai ca o disciplin\u0103 academic\u0103 sus\u0163in\u0103toare a culturii umane, dar se afirm\u0103 \u015fi ca limbaj universal al tuturor \u015ftiin\u0163elor, cu proiec\u0163ii definitorii \u015fi decisive ale studiilor aferente \u00een civiliza\u0163ie. Ca limbaj universal, matematica descrie natura urm\u00e2nd \u015ftiin\u0163ele naturii, societatea uman\u0103 folosind \u015ftiin\u0163ele sociale, iar educa\u0163ia prin matematic\u0103 reprezint\u0103 un fundament cognitiv indispensabil, oferind tuturor, argumente pentru \u00eenv\u0103\u0163area descrierilor matematice, comunicare, logic\u0103, abstractizare, integrare, etc.
\n\u2013 Trebuie s\u0103 \u00een\u0163elegem c\u0103 chiar nu se poate f\u0103r\u0103 educa\u0163ie matematic\u0103?
\n\u2013 Educa\u0163ia prin matematic\u0103 privit\u0103 drept studiu cu implica\u0163ii imediate reprezint\u0103 un argument care solicit\u0103 asimilarea unor modele, prin implementarea direct\u0103, continu\u0103, \u00een \u201ematematica\u201d \u015fcolar\u0103, ca \u201emodele universale\u201d sau \u201ebaze\u201d \u00een preg\u0103tirea pentru via\u0163\u0103. Astfel, cunoa\u015fterea uman\u0103 solicit\u0103 literatura matematic\u0103 \u00eempreun\u0103 cu contribu\u0163iile dasc\u0103lilor din alte domenii, printr-o g\u00e2ndire sistematic\u0103 \u015fi studii creative. Geometria Euclidian\u0103 a marcat entuziasmul copil\u0103riei \u015fi chiar al tinere\u0163ii multor oameni, nu neap\u0103rat cu contribu\u0163ii \u00een \u015ftiin\u0163a abstract\u0103. \u00cen acest context, sensul fundamentelor matematicii const\u0103 cel pu\u0163in \u00een dob\u00e2ndirea unor abilit\u0103\u0163i de ra\u0163ionament \u015fi calcul implementate genetic privind mul\u0163imile, asimilarea propriet\u0103\u0163ilor figurilor geometrice elementare, elemente de trigonometrie, educa\u0163ia limbajului, comunicarea aferent\u0103 etc.
\n\u2013 M-a\u0163i z\u0103p\u0103cit cu totul..
\n\u2013 E bine totu\u015fi, s\u0103 re\u0163inem cu to\u0163ii, \u00een concluzie, c\u0103 educa\u0163ia prin matematic\u0103 este esen\u0163ial\u0103 pentru g\u00e2ndirea \u015fi existen\u0163a uman\u0103, c\u0103 \u00eenv\u0103\u0163area \u015fi asimilarea no\u0163iunilor din matematic\u0103 potrivite v\u00e2rstei nu prive\u015fte mai \u00eent\u00e2i performan\u0163ele existen\u0163iale, ci impactul cotidian, via\u0163a \u00eens\u0103\u015fi. Realizarea depinde doar de conexiunile fire\u015fti care se impun prin existen\u0163a uman\u0103 \u015fi colaborarea prin interdisciplinaritate, respectiv prin transdisciplinaritate cu alte \u015ftiin\u0163e.
\n\u2013 Cred c\u0103 da\u2026
\nA \u00eentrebat Micea ZAHARIA<\/p>\n

*N.R. Acest text a fost marcat drept \u201epseuduointerviu\u201d, \u00eentruc\u00e2t interlocutorul, prof. Vasile Postolic\u0103, se reg\u0103se\u015fte doar \u00een citatele extrase din prefa\u0163a volumului Incursiuni necesare matematicii didactice. Dar, \u00een fond, aceast\u0103 glum\u0103 nu trebuie luat\u0103 dec\u00e2t ca o mai sprinten\u0103 invita\u0163ie la lectur\u0103. (M.Z.)<\/p>\n","protected":false},"excerpt":{"rendered":"

*Pseudointerviu cu prof. univ. dr. Vasile POSTOLIC\u0102 \u2013 Domnule profesor, ave\u0163i \u00een spate o \u00eentreag\u0103 bibliografie care v\u0103 acrediteaz\u0103 activitatea \u015ftiin\u0163ific\u0103. De ce \u00eenc\u0103 o carte? Mai exact, de ce aceast\u0103 carte? Are \u201eIncursiuni necesare matematicii didactice\u201d (Editura Matrix Rom,…<\/p>\n

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