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Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present the practices carried out in the discipline of Curriculum in Mathematics Education for the insertion of students of the Degree in Mathematics of the Federal University of Pelotas in schools. To this end, it starts with a historical synthesis of Brazilian public policies and their impact on initial teacher training, together with notes about what Nóvoa (2002) designates as dilemmas of the teaching profession, which support the idea that teachers' illnesses can also be considered a dilemma of the work of these professionals. In this way, we reserve a space in the text to expose the proposition that the sociopolitical and economic context and the functioning mechanisms of schools can contribute to teachers' illnesses, through educational policies, which are elaborated under the influence of multilateral disseminating organizations. of the neoliberal model. Afterwards, we present an examination of the practices carried out by students of the Degree in Mathematics in educational institutions. Next, we expose our understanding that initial teacher training should allow: the construction of pedagogical knowledge; the student's understanding that their craft requires continuous improvement due to constant social, political, economic, cultural and scientific changes; and the development of practices that allow future teachers to interpret, reinterpret, and systematize their experiences, in order to maintain a continuous process of building their being a teacher. [ABSTRACT FROM AUTHOR]

This article aims to identify, characterize and compare the cognitive flexibility profile in mental calculation of brazilian students, based on the analysis of cognitive elements, namely problem characteristics and solution procedures, used during the resolution of arithmetic calculations. The sample of this study included 42 2nd graders (7 to 8 years old) and 42 4th graders (9 to 11 years old), from 4 public schools in Porto Alegre. Each child was encouraged to classify 12 arithmetic calculations, thus demonstrating their numerical knowledge by explaining the thought process involved in solving the calculations through a specific cognitive flexibility assessment instrument. In general, the results revealed that the different proportions of numerical knowledge used made it possible to distinguish the flexibility profiles - flexible, mixed or rigid. [ABSTRACT FROM AUTHOR]

This article is an excerpt from the dissertation entitled «Computational thinking in the mathematics learning process in the final years of elementary school», linked to the Master Program in Management and Educational Practices (PROGEPE) at Nove de Julho University, in particular, to the Research and intervention line learning methodology and teaching pratices (LIMAPE). Its objective was to analyze how the development of computational thinking at school contributes to the teaching and learning process of Mathematics, within the scope of Basic Education, specifically, in the final years of Elementary Education. The research was carried out in a state school, located in the city of São Paulo / SP / Brazil. 54 students from the eighth year of the final years of elementary school participated in the research. The methodology used was of a qualitative nature, developed through an intervention research. The data collection instruments used were: questionnaires, focus groups and participant observation. As main results, it was evidenced that the pedagogical practices provide the development of computational thinking, articulated to Mathematics, in particular, the development of programming in the school environment, expanding the possibilities for the construction of new knowledge, in a more collaborative, meaningful and contextualized, still offering countless opportunities for the development of technological and logical-mathematical skills, among others, considered essential to students in the current scenario. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paideia (0103863X) is the property of Paideia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Pos-Graduate Program in Teaching Science and Mathematics - PGECM, of the Federal Institute of Education, Science and Technology of the State of Ceará - IFCE, created in 2015, is only the second offered by the Federal Institutes, all over Brazil, in the Academic modality. In the course of its initial activities of only three years, it develops an indispensable mission in the continuous formation with quality, of teachers, who act in the teaching of Mathematics, Physics, Chemistry and Biology. Faced with this challenge, the work presents some elements that contribute to the understanding of the constitution of a field of research and studies, nominated by Didactics of Sciences and Mathematics. Then, with the scope of a determination of a coherent profile, the work indicates some elements that still give rise to controversy and discussion, in what concerns to a formation, in view of the Academic Master's (MA) or the modality foreseen by the Professional Masters (MP). Finally, a complementarity bias of both (proposed) formations may contribute to the description of a framework of disciplines and stages of evolution in postgraduate teacher's training. [ABSTRACT FROM AUTHOR]

Because it is common to hear negative comments related to mathematics, it is essential to search for teaching and learning processes that give meaning to curricular mathematical content, in order to change these judgments and provide learners with more taste for this discipline. In this respect, the knowledge about the knowledge necessary for the educational practice of Paulo Freire’s book Pedagogy of Autonomy contributes to a more humanized thinking, in the case of mathematics, that is, in a contextualized mathematics within the reality lived by the students. Thus, this text aims to present an experience report of a mathematical activity, using the theory of this thinker with students of the 5th grade of Elementary School, from a municipal school in Foz do Iguaçu, State of Paraná, Brazil. Its theme involved the calculation of taxes embedded in a supermarket purchase and the methodology used followed the precepts of action research. This work was very relevant because it presents an understanding that it is very important to link the curricular mathematical contents with the reality of the student and to problematize these contents in their social, political and economic relations, and thus develop the critical awareness of those involved about your presence in the world. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results obtained in the development of an extension program registered at the Federal University of Triângulo Mineiro, titled as Math and Chemistry Show, which used the theater methodology as a form of teaching-learning for Mathematics and Chemistry. This program lasted nine months, and it had several stages, such as study, dissemination and application. The program was applied in some state schools of several regions of the city of Uberaba, State of Minas Gerais, Brazil. The program's preference was to attend students who were studying between the 9th year of elementary school and the 2nd year of high school, but students' enrollments were not forbidden for students in other school years. At the end there was an event with presentations of the students participating, in order to demonstrate how much they learned during the program. [ABSTRACT FROM AUTHOR]

This article presents changes in the teachers' practices in the island Fernando de Noronha PE, Brazil, especially to the teaching of Mathematics. It was occurred from the Project Emerald's execution between 1981 and 1987. Such a project happened in the Integrated Unit of Teaching of 1st degree (UIE), only school in island, at that time. The referential leans on the Cultural History and it uses both oral and written sources. The analysis is based on the problematization of the documents and subsequent triangulation of the source and indicated singularities, divergences and convergences. This allow to indicate actions of those teachers that participated in the Project Esmeralda, which was proposed by professor of the Federal University of Pernambuco (UFPE). [ABSTRACT FROM AUTHOR]

In the current educational discourse in Brazil it can see the emergence of the statement of defense of a teaching [math] significant, guiding teacher's concepts and methodological approaches. From this perception, a study was developed, investigating, based on questionnaires answered by eighteen teachers of Florianópolis, SC, teaching in the 5th year of primary school, as their responses cross and are crossed by such discourse. From the analysis, approaches, echoes and distances are realized, but also stresses that much more than speeches are located in mandatory legislation, refer thinking about challenges in teacher education. [ABSTRACT FROM AUTHOR]

This study examines the average scores obtained by the students of 5th and 9th grades of elementary school and 3rd year of high school in Rio Grande do Sul state in mathematics, in the 2005, 2007, 2009, 2011 and 2013 editions of The National Assessment of Education (SAEB). The aim was to investigate and understand oscillations and trends regarding the average performance of the spheres analyzed, with special focus on the math skill equivalent to each level of performance. The results show progressive improvement, especially in the 5th year; significant advances in the same group of students in different school years, and a deficit in the math skills expected and obtained by students from all school years evaluated. [ABSTRACT FROM AUTHOR]

The construction of sexual identity is a complex phenomenon that influences the school development and has an important role in the educational and vocational guidance. In this research, we propose to discuss data from a survey carried out in southern Brazil along the Masters Degree in Education, in a context of education characterized either as mixed or unmixed. It is necessary to mention that the groups which were analyzed are socially marked as male or female, even among the mixed ones. Thus, we propose to study the attitudes upon a Mathematics view in different contexts of adult education and its relation with the socio-sexual identity, considering the existence of heritage traits as a result of the transmission process. A questionnaire concerning attitudes towards Mathematics was applied to collect data. Different statistical methods were implemented to develop this study, including the most recent one known as Classification Hiérarchique Implicative e Cohésive - C.H.I.C. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The recent expansion of Brazilian investment in graduate ecology training creates a special opportunity for progress. Progress requires goals, and the goals of a joint effort should be built upon shared principles. This article contributes to the ongoing debate about graduate-level training in ecology by proposing a set of disciplines that offer a fundamental background for the professional ecologist. Mathematics, Statistics, and Evolution are presented as supporting 'pillars', whereas Natural History, Logic, and Rhetoric are viewed as binding disciplines that give consistency to a training program. To conclude, we offer general principles of implementation aimed at transforming the proposed values into an innovative and productive training reality. [ABSTRACT FROM AUTHOR]

First, I present the distinction between history and historiography according to realist and anti-realist points of view, and its implications for historical analysis and writing -- the concept of historical document and anachronism. Then I study this distinction and these problems in historiography of mathematics, focusing Sabetai Unguru's seminal work on early greek mathematics and Bruno Belhoste's claim on the role of teaching on the historiography. So I deal with two problems, a priori opposition between production and reproduction of mathematics in historiography and the back influence of readers on historians theoretical and methodological choice. All these aspects are considered in respect to recent born historiography of mathematics education and the most important challenge for its historians, the theoretical and methodological dialogue with the professional field of history. [ABSTRACT FROM AUTHOR]

This article is referring to a monograph titled ENVIRONMENTAL EDUCATION IN A HIGH SCHOOL AS A TOOL FOR KNOWLEDGE OF ENVIRONMENTAL LIABILITIES, environmental education course at the Universidade Federal de Santa Maria, presented on December 16, 2011. This Environmental Education monograph worked at two distinct times: at first it was tried the technical knowledge about environmental liabilities, and by searching unstructured situation of the Municipality on this issue. In the second phase sought to show how to implement an environmental education into the teaching of mathematics. To this, we dealt with a proposal of the National Curriculum Parameters (PCN's) and the National Policy on Environmental Education (Law No. 9795 of April 27, 1999, Brazil) to use environmental issues across the board with Mathematics, by a research project conducted by students from high school in a state school, addressing the subject of production, or not, of an environmental liability in industry, health and governance of the municipality. We intend to establish a link between the functions and algebra of Elementary Mathematics in an attempt to show the way for environmental education. With survey data on the environmental liabilities, were constructed graphs; tables and percentage relationships for a quantitative analysis and visualization of the behavior of the rate of production of waste and resources to solve this problem. Mathematics contextualizing with the environment is not only a way of stimulating classes, making them more interconnected and related to the local and global environmental context, but also as a way to study the environmental and ecological problems raising awareness for students use natural resources, this way building a model of education focus on social and environmental citizenship. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Etnomatemática is the property of Universidad de Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Results of INAF (2004) indicate that only 23% of the Brazilian young and adult population is capable of adopting and controlling a strategy of resolution of a problem to involve the execution of a series of operations. This work aims to investigate the causes of the difficulties faced by adults - enrolled in the Education Program for Youngsters and Adults (EJA), at a public school in the State of Paraná - the difficulties analyzed here concern the use of mathematical knowledge for the solution of problems. We are verifying the possible relationship of difficulties with the lack of knowledge on concepts and mathematical algorithms or whether, they originate in the incomprehension of the mother language used in the situation problems. We could verify that the possible causes are: teaching modality never received appropriate attention from competent authorities. The evaluation system and promotion as well as the low ages allowed by LDB 9394/96 for access to the program, have been signaling towards a growing identification between supplemental teaching and mechanisms of acceleration of the regular teaching, of educational proof. There is no concern for appropriation/knowledge construction. [ABSTRACT FROM AUTHOR]

The development of mathematics, particularly in Europe during the period prior to the great age of navigation, and the revolutionary influences that this knowledge provided for the expansive initiatives of the Portuguese are presented here, concluding with an analysis of the acquisition of knowledge between dominator and dominated. [ABSTRACT FROM AUTHOR]