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Este artigo discute como as relações desiguais de gênero podem condicionar e restringir a presença de mulheres docentes de matemática no ensino superior da Bahia. A investigação traz como suporte teórico os estudos de gênero, a fim de problematizar e identificar questões históricas, sociais e culturais implicadas na constituição dos sujeitos, sobretudo nas suas escolhas profissionais voltadas à docência de matemática. Com base em pesquisa documental e bibliográfica, foi possível revelar aspectos que tornam o exercício da docência na universidade um meio de reprodução das desigualdades sociais de gênero. Os dados levantados nos levam a constatar também que ainda existe uma escassez de modelos femininos que possam inspirar especialmente as meninas e outras mulheres a investirem em carreiras ligadas ao conhecimento matemático.

Este texto, de caráter ensaístico, busca problematizar o enunciado de que o surdo é um sujeito visual no campo da Educação Matemática, bem como a propagada necessidade do uso de recursos visuais para o ensino e aprendizagem de matemática de estudantes surdos. Também busca problematizar a ideia de que a falta de sinais específicos em Libras para conceitos matemáticos é um dos principais entraves à atuação do intérprete educacional em aulas de matemática. A partir de um deslocamento de pensamento e das experiências docentes das autoras – uma enquanto formadora de tradutores-intérpretes de Libras, outra enquanto formadora de professores de matemática – com base em uma pesquisa referencial, defende-se que o investimento em uma boa construção discursiva por parte do professor e a construção do conhecimento extralinguístico por parte do intérprete são condições fundamentais para que os processos de comunicação em salas de aula inclusivas sejam potencializados e para uma boa construção do discurso matemático em Libras.

Em meados de 2020 o mundo foi surpreendido com um novo modo de vida em decorrência da pandemia do Coronavírus. As escolas e as universidades tiveram que suspender suas atividades de modo a evitar aglomerações e conter a proliferação do vírus, sendo, então, decidido que as aulas aconteceriam em formato remoto, que foi chamado de Ensino Remoto Emergencial (ERE). Desta forma, as Tecnologias Digitais de Informação e Comunicação (TDIC) tornaram-se o principal meio de suporte para a continuação dos estudos. Dentre os recursos utilizados pelos docentes nas aulas online destaca-se o uso do vídeo em diferentes modos. Pensando nisso, essa pesquisa tem como objetivo compreender, junto aos docentes do Curso de Licenciatura em Matemática da Universidade Estadual Vale do Acaraú (UVA), como se deu a utilização dos vídeos durante o período do ERE. Para tanto, aplicou-se um questionário para o referido público contendo ao todo cinco perguntas, no intuito de identificar desde os equipamentos e softwares utilizados até o uso e/ou produção de vídeos. Buscou-se, também, fazer um paralelo com os resultados apresentados pelo Relatório de Pesquisa do Comitê de Enfrentamento à Pandemia de Coronavírus da UVA, o qual objetivava, dentre outras coisas, compreender as condições de acesso à Internet e a equipamentos eletrônicos por parte de toda a comunidade universitária. Pôde-se perceber o quão importante foi o uso de recursos digitais, sejam mídias ou TDIC, na ministração de aulas no período de distanciamento social provocado pela pandemia de Coronavírus, corroborando, assim, a importância e expansão desse uso nos dias atuais. Atestou-se que a maioria dos docentes do Curso de Licenciatura em Matemática da UVA utilizou vídeos como recurso para promoção da aprendizagem dos estudantes e que a utilização das TDIC, em específico as videoaulas, em um curso de graduação no período remoto, foi muito importante para a formação docente, uma vez que proporcionou aos licenciandos a oportunidade de conhecer diferentes ferramentas tecnológicas que tanto foram utilizadas como recursos para aprendizagem como também potenciais ferramentas de ensino de matemática.

En el presente ensayo de relatos de experiencias, se aborda la Interdisciplinariedad a través de la investigación, tomando en cuenta temáticas de Matemáticas y Física, mediante la vinculación entre las asignaturas “Cálculo II”, “Álgebra III”, “Estructura de la Materia” y “Evaluación Educativa”, todo conjugado en el curso de Graduación para Profesor de Educación Media, para lograr la correcta interpretación de modelos matemáticos en fenómenos físicos que ocurren en la naturaleza. El propósito de este artículo es analizar la experiencia en el segundo semestre del año 2022 con el tercer año de la carrera universitaria de Física-Matemática de la UNAN-Managua, FAREM-Estelí, con una metodología cualitativa y descriptiva como soporte para la mejora continua del aprendizaje en los diferentes campos de acción y áreas de práctica profesional, teniendo en cuenta todos los aspectos referentes a procesos de evaluación y competencias investigativas, donde se logró la creación de problemas inéditos, uso de tecnología y trabajo experimental.

As Tecnologias Digitais da Informação e Comunicação (TDIC) adquirem progressivamente mais importância no modo de vida das pessoas, na sociedade e, sobretudo, na educação. Nesse sentido, o objetivo do presente estudo é levantar as produções acadêmicas sobre a utilização das TDIC nas práticas pedagógicas para a compreensão dos conceitos da Geometria na Educação Básica. Realizou-se a busca no Repositório de Teses e Dissertações do Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Utilizaram-se os descritores: “TIC” AND “Matemática”, “TDIC” AND “Matemática” AND “Geometria”, “Tecnologias da Informação e comunicação” AND “Geometria”, “TIC” AND “Geometria”, “Tecnologias Digitais da Informação e Comunicação” AND “Geometria”. A seleção das produções ocorreu de acordo com a temática, o período de publicação de 2010 a 2021 e conforme a análise dos resumos. Assim, daqueles estudos encontrados inicialmente restaram apenas 09 produções correlacionadas ao objeto desta pesquisa. No decorrer deste artigo, portanto, descrever-se-ão as principais informações de cada estudo encontrado. Destaca-se, com relação aos achados, a abordagem mais empregada para o ensino de Geometria, utilizando as TDIC, são os softwares.

RESUMO: O objetivo deste artigo é caracterizar as posições filosóficas antagônicas à visão realista de lógica e matemática subscrita por Gottlob Frege, que são três: psicologismo idealista, psicologismo empirista e formalismo puro. A primeira é a concepção segundo a qual os conceitos matemáticos seriam obtidos por abstração empírica a partir de agregados. A segunda subscreve a tese de que a objetividade da matemática se assenta em categorias cognitivas humanas. A terceira, o formalismo puro, não constitui uma proposta de fundamentação da matemática, mas sim uma proposta que dispensa uma fundamentação filosófica para esta disciplina. PALAVRAS-CHAVE: Frege, matemática, idealismo, empirismo, formalismo.

O fio condutor deste estudo reside no processo de ensinar e aprender o conceito de Fração, por meio de materiais pedagógicos adaptados ao contexto do estudante surdo. O objetivo é apresentar o “Bingo de Fração em Libras” (BFL) como um material pedagógico no ensino de matemática para estudantes surdos, a fim de subsidiar a prática docente dos profissionais da educação básica. Fundamentados na pesquisa qualitativa, realizamos uma revisão na literatura sobre a temática e posteriormente uma oficina para elaborar e desenvolver o bingo de Fração com os profissionais da educação da rede municipal de Canaã dos Carajás-PA. Assim, identificamos na revisão da literatura que o bingo adaptado vem sendo utilizado como recurso pedagógico nas aulas de matemática em diferentes conteúdos curriculares; constatamos que o material pedagógico visual contribui para aprendizagem do surdo. Concluímos que o BFL é um recurso pedagógico que auxilia o processo de ensinar e aprender Fração, e a partir das experiências vivenciadas neste curso de formação, evidenciam-se a função do professor mediador e o protagonismo do estudante surdo, o que se dá tanto em sua interação com professor, como na interação estudantes-estudantes e estudante-material pedagógico contribuindo assim com a sua percepção visual.

Este artigo apresenta os resultados de uma pesquisa bibliográfica que objetivou investigar as pesquisas acadêmicas (dissertações e teses) referentes ao período de 2009 a 2021, envolvendo o software GeoGebra, relacionadas às unidades temáticas de Matemática para o Ensino Médio contidas na BNCC. Realizamos um Estado do Conhecimento, com 448 pesquisas, sendo 445 dissertações e três teses. Para analisar os dados, recorremos a alguns conceitos da Análise de Conteúdo, na perspectiva da Bardin (1977) e Rodrigues (2019), o que nos permitiu constituir três Categorias de Análise: (i) Números e Álgebra, com 207 pesquisas; ii) Geometria e Medidas, com 232 pesquisas; (iii) Estatística e Probabilidade, com 9 pesquisas. No processo de categorização, realizamos a articulação entre os conteúdos de Matemática abordados nas pesquisas envolvendo o GeoGebra e as Unidades Temáticas da área de Matemática explicitadas na BNCC para o Ensino Médio. Identificamos que 44,4% das pesquisas se configuram como propostas de ensino, 52% como pesquisas experimentais e 3,6% pesquisas teóricas envolvem o software GeoGebra nas aulas de Matemática do Ensino Médio. Concluímos ressaltando a necessidade de futuras pesquisas envolvendo o referido software com a temática de Probabilidade e Estatística, bem como a realização de outro Estado do Conhecimento, envolvendo especificamente as bases teóricas que fundamentam as pesquisas que utilizam o software GeoGebra como objeto de estudo.

A criptografia está presente no cotidiano e se constitui ferramenta essencial para conferir segurança e confidencialidade na transmissão e depósito de informações, tendo como base saberes e procedimentos matemáticos. Dessa forma, considera-se que é um tema com poder de contextualizar o processo de ensino e aprendizagem e despertar o interesse dos estudantes para aprender conteúdos matemáticos. Assim, este trabalho tem por objetivo apresentar a utilização da criptografia como ferramenta para motivar a aprendizagem do conceito de função. A pesquisa, de abordagem qualitativa, foi desenvolvida com estudantes do 9º ano de uma escola pública municipal. Os dados foram coletados por meio de questionários, de observação e análise das atividades realizadas pelos discentes. O uso da Sala Aula Invertida como metodologia de ensino, somada aos recursos digitais selecionados, contribuíram para a motivação dos estudantes para realizar as atividades, apresentando suas compreensões sobre o conceito de função. Destarte, espera-se que os resultados alcançados possam servir de estímulo para práticas de ensino mais contextualizadas e significativas.

Esta escrita tem por objetivo analisar as apreensões de licenciandos em Matemática ao serem desafiados a planejar atividades na disciplina de Geometria Analítica, com vistas às especificidades de alunos PcD (Cegos ou surdos) incluídos em sala de aula regular. O estudo está ancorado em um referencial teórico sobre as leis de inclusão, os desafios dos professores com a inclusão de alunos PcD em sala de aula regular e o olhar sensível destes professores com o processo de inclusão. A análise dos dados foi realizada de forma qualitativa, dados estes produzidos a partir da apresentação das atividades propostas pelos futuros professores, em que foi realizada a transcrições dos relatos dos licenciandos que se colocaram no lugar destes alunos incluídos, e dos grupos que propuseram estas atividades. Foi possível verificar através dos feedbacks dos futuros professores, indícios de insegurança e medo em virtude da falta de preparação durante a trajetória acadêmica, ou seja, dos poucos componentes curriculares voltados à área inclusiva. Ademais, pode-se perceber que esses profissionais em formação buscam pela empatia ao se colocarem no lugar dos alunos incluídos e se mostram dispostos a encarar este grande desafio que é a inclusão no ensino regular. Os licenciandos sentiram-se instigados a desenvolverem o pensamento crítico e isso fez com que os mesmos se integrassem mais às práticas inclusivas, fazendo com que nosso objetivo fosse além do que almejávamos.

This article reports on the educational product developed from didactic practices, subsidized by the Principles of the Universal Design for Learning (UDL), carried out during a professional master’s degree research, contemplating results of practices established in the classroom, with children from the first year of Elementary School at a private school in the city of Joinville- SC. The educational product was developed in the format of an ebook, in order to enable the sharing of ideas and activities for education professionals who seek to develop activities related to different and more accessible practices. Based on these features, the main objective of this article is to answer the following question: How can an educational product, containing didactic practices, subsidized by the Principles of the UDL, contribute to interaction and accessibility in learning mathematics and consequently promote the engagement of students with and without learning difficulties? In response to the question, it was understood that an educational product, containing such practices, can promote access to planning with a focus on accessibility and, consequently, connect students in learning mathematics. In addition to presenting such practices, this material was prepared in two ebook versions, providing access to teachers with or without visual impairment. [ABSTRACT FROM AUTHOR]

The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. [ABSTRACT FROM AUTHOR]

Identifying the factors that influence young Mexicans' choice of career is essential to generate strategies able to attract new students to science, technology, engineering, and mathematics (STEM). The objective of this study was to develop and verify the psychometric properties (realibility and construct validity) of the scales "Student peer support" (APE-STEM) and "Outcome expectations" (EXREC-STEM) in high school students' choice of STEM college degrees by generating a structural equation model. Likert scales were administered to 167 students from rural and urban schools in southeastern Mexico. The results of the exploratory and confirmatory factor analyses show adequate fit and an internal consistency of a = .82 and .84, confirming the empirical soundness of the model and leading to the conclusion that these scales are highly reliable for use in this context. [ABSTRACT FROM AUTHOR]

The article is framed in a study of multiple cases, carried out in the educational region IX of the Province of Buenos Aires-Argentina, oriented to the analysis of the continuities and discontinuities of the school trajectories in the primary/secondary and secondary/superior transitions, from the analysis of the assessment. This work presents the results obtained from the study of one of the cases, on the ways of mathematics assessment between the last year of primary school and the first year of secondary school. The point of view of the teachers, the perceptions of students and the comparative analysis of school normative documents (curricular design and academic regime of each level) were taken into account. The work allows to illustrate the multiple dimensions at stake in the passage from one level to another and suggests some topics to improve the conditions that guarantee continuous school trajectories. [ABSTRACT FROM AUTHOR]

This research determined the level of knowledge that students and teachers have of Project Based on Learning in mathematics. A bibliographic and empirical base was used, with a mixed approach, because it was qualitative due to the bibliographic inquiry and quantitative due to the statistical analysis given to the data, it had a descriptive and exploratory scope. The following instruments were used: search log, content file, bibliographic file and questionnaires. Once the information was gathered, it was statistically processed. All the above process allowed gathering relevant results for the study, discussing them and concluding that there is a lack of knowledge about Project Based on Learning on the part of students and teachers, such as: roles, steps, disadvantages, research and the process for its adequate application, for this reason its implementation was promoted by means of a methodological guide. [ABSTRACT FROM AUTHOR]

The educational ideal in the United States of Colombia was to implement the innovations of the European pedagogues of the time: Pestalozzi, Froebel, and Herbart, according to whom learning was achieved through experimentation and contact with nature. The elementary school taught the mastery of language for reading and writing; mathematics provided the knowledge of operations with numbers, to solve daily-life practical problems and commercial activities with the mastery of weights and measures. By taking these reasons into account, it can be said that mathematical catechisms were adapted to these requirements in terms of the subject matter. [ABSTRACT FROM AUTHOR]

Considering the historical course of construction of modern science, as well as the configurations of knowledge and powers that were established along this path, we analyze the possibilities of welcoming women in mathematics. We observe that compliance with the criteria of scientificity presupposes emptying the subject and strengthening rationality, which currently configures the model of "contributions to science and technology". Such a model is based on parameters of essentiality, neutrality and universality, and is established and spread across disciplinary divisions. Following the approach to science in the feminine proposed by Isabelle Stengers, we argue in favor of rethinking mathematics as local, situated, embodied knowledge. [ABSTRACT FROM AUTHOR]

The article reviews conceptions to recognize pedagogical practices, elucidating how digital technological elements contribute to education. The study addresses the importance of understanding the benefi ts and challenges of integrating digital technologies into education, and discusses how these resources can promote innovation and the development of new pedagogical practices? In addition to suggesting, that computer, math software, websites and online tutorials, with this, students can access information about mathematics quickly, making it easier for them to learn and apply math concepts. In this perspective, it should be considered that digital média can be useful when used in a responsible and educational way to build knowledge, because they off er teachers and students a wide variety of resources to use in the classroom. This text aimed to bring a refl ection on the technologies used in mathematics class. This discipline requires a lot of dedication and study. In a way, technological resources can certainly be useful for improving the quality of teaching and learning. [ABSTRACT FROM AUTHOR]

Objective: To create an evaluative instrument focused on the production of knowledge by students in Biology classes at a state school in the municipality of Sinop, Mato Grosso. Methodology: This is a descriptive study of the experience report type, developed with fourteen students of the 3rd year of high school between the months of September and November 2022. The evaluation instrument was constructed and developed during the classes of a Master’s discipline, formalized and applied by two master’s professors. It consists of two stages, developed by two teachers of basic education, Master’s students in Teaching Natural Sciences and Mathematics at the Federal University of Mato Grosso. The first stage was carried out in two moments: carrying out the circuit with the students, with the application of group activities, and subsequent socialization with the class. The second stage included the process of looking at what students think and feel in relation to the evaluative learning circuit as an evaluation process in the classroom, in Biology classes, and reflect, according to the view of these students, their concerns, that is, the positive and negative points of this evaluation instrument implemented in the classroom. Results: The proposal was accepted with great pleasure, since this refl ection allowed both teachers involved to reflect on their practices in the classroom, seeking adaptations or improvements that may reflect on the students’ learning process. Like-wise, students reported that the circuit was dynamic and brought learning in a lighter way, without leaving aside the scientific pedagogical context. Conclusion: It is possible to conclude, even partially, that the circuit is a positive instrument, which needs adaptations depending on the class with which the activity is developed. However, the learning and evaluation aspects must be considered in the same way, that is, none is more important than the other, but rather, they complement each other. [ABSTRACT FROM AUTHOR]

The aim of this article is to report on the work carried out in the 2nd year of the New High School in the subject of Mathematics and the Sustainable Development Goals and to reflect on the use of these goals in the application of activities involving mathematical content. The Pedagogical Residency Program students worked in a public school to develop and apply activities addressing different topics on the agenda of the 2030 Agenda. These activities were structured on the basis of reports on the subject and through questions aimed at understanding mathematics in different areas of society. This methodology, based on the statistical analysis of graphs and tables, makes it possible to understand how mathematical skills can be applied to interpret and solve real-world problems. During their reflections, the residents came to the conclusion that mathematics and global issues are common interests among the students. It was possible to conclude that the interconnection between mathematics and real issues not only enriches mathematical learning, but also enables individuals to become informed agents of change, engaged in global issues and not just the mere memorization of mathematical formulas and procedures. [ABSTRACT FROM AUTHOR]

This article addresses the work of the teacher of Early Childhood Education with mathematics in this teaching phase. The guiding question is: how do Early Childhood teachers work with Mathematics in this teaching phase? Its objective is to understand how Mathematics is worked in Early Childhood Education. This is an excerpt from a research with a qualitative approach, whose analyzed data were obtained from responses to a questionnaire containing questions aimed at practices developed with classes of teachers participating in an online extension course. The analysis took place through Discursive Textual Analysis (DTA). Among the results found, there is a predominance of practices that include different games and mathematical knowledge related to counting, valuing orality. [ABSTRACT FROM AUTHOR]

This article will show the theoretical considerations, methodology, implementation phases, and techniques used in the research project entitled "Design and development of an educational resource model specialized in mathematics classrooms" INV-DIS-2320 funded by the vice rectorate of research of the Universidad Militar Nueva Granada (UMNG)". Among the results obtained in this project, the construction of a digital resource for the subject of multivariable calculus, which achieves the integration of GeoGebra software with the Moodle learning platform, stands out. This resource aims to generate students' interactions with GeoGebra applications in the different Moodle tools to encourage exploration and dynamic manipulation of mathematical objects studied in the subject. Finally, we show the virtual learning classroom (VLA) with the applications created in GeoGebra for multivariable calculus. [ABSTRACT FROM AUTHOR]

This article aims to present some analyses about the way of looking at and using art to teach mathematics, implied by the act of visualization and visuality, which put specific ways of learning into operation. To this end, a workshop that used paintings by Mozambican artists is used and was carried out with Mozambican students in a Licentiate course in Mathematics Teaching. The analysis undertaken here is carried out in two movements: in the first one, mathematical thinking is put into practice with Mozambican paintings: symmetry, hyperbole, and parabola. In the second, attention is drawn to truths about the teaching of mathematics with art, for example, the statement that artworks as support contextualizing the learning of mathematics. Finally, we conclude by alluding to a decolonial ethos, which highlights a critical and continuous attitude, aligning itself with an exercise of making visualities visible to put art into practice with mathematics for teaching. [ABSTRACT FROM AUTHOR]

This paper analyzes the coherence between objectives and activities proposed in Mathematics lesson plans for the literacy cycle. Planning is recognized as an important moment of pedagogical work and as being able to model the curriculum that will be developed with students. This study is qualitative in origin, using a documentary research design. In order to achieve this aim, lesson plans, of the remote teaching period, of teachers of the literacy cycle were analyzed in a descriptive way in terms of the announced objectives and the proposed activities. It was possible to conclude, in this study, that a large part of the analyzed lesson plans did not present coherence between what they claim to develop in the objectives, such as the skills and how they were operationalized these intentions in the activities. In conclusion, it is possible to say that curricula may lose their strength if planning is only focused on the execution of the activities. [ABSTRACT FROM AUTHOR]

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Copyright of Revista História da Educação is the property of Historia da Educacao 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.)

With the objective of analyzing the contributions of the Pedagogical Residency Program for the education of teachers who teach mathematics in the early years of schooling, this article discusses: What do residents of the pedagogy course narrate about learning for teaching mathematics experienced with the Pedagogical Residency Program during the Covid-19 pandemic? The theoretical framework is based on discussions about the education of teachers who teach mathematics and on the proposals of the Pedagogical Residency Program for teacher education. To answer the question of this study, we carried out a qualitative research, using indepth interviews for data production. The interviews were conducted with three residents of the Pedagogical Residency Program, linked to the pedagogy course of a public university, located in the state of Mato Grosso, who participated in the residency under Capes Edict N. 01/2020. From the residents' narratives, we found that, due to the Covid-19 pandemic, the activities developed in the pedagogical residence had to adapt to the organization of schools, limiting residents' autonomy in planning, developing, and evaluating mathematical activities. Despite the residents reporting few learning situations regarding the subject of mathematics, we found that the residents made a great effort to promote quality and accessible teaching for children, developing different teaching strategies that they could perform in emergency remote teaching. [ABSTRACT FROM AUTHOR]

The text presents the main outcomes of a study that aimed to analyze how the learning environments mobilized by a teacher when teaching mathematics classes in basic education impact prospective teachers' education. The notion of a learning environment is taken from the perspective of critical mathematics education by Ole Skovsmose. The research did not aim to quantify these environments. It was developed through a qualitative approach that used observation and document analysis of reflective diaries as a data production strategy. Data were categorized from the classes observed by residents during the immersion phase in the school space of the Pedagogical Residency Program. The results indicate that the environments the teacher mobilized impacted the residents' education, showing the importance of continuing education, mastering the content translated into different teaching strategies, educational actions in which the student is the protagonist, and exercising a reflection on the practice. [ABSTRACT FROM AUTHOR]

The present work is part of a broader research that seeks to identify the previous perceptions of mathematics teachers in initial and continuing education on teacher education from a significant and critical perspective. Through a case study, adopting Bardin's content analysis as a methodological framework, these perceptions are analyzed from the perspective of meaningful and critical learning, arguing about the implications of the results for teaching practice. The analyzed data were collected during the development of a workshop on teacher education, with emphasis on the participation of mathematics degree students, residents of the Pedagogical Residency Program, working collaboratively with the basic school teachers as preceptors of that program. Among the perceptions identified, we concluded that it is necessary to expand teacher education further to encourage the exchange of experiences and critical reflection on the very practice of the professionals involved in the proposed continuing education. The results also indicate that it is possible to observe that the participants still need to recognize themselves as professionals in teaching and learning actions. [ABSTRACT FROM AUTHOR]

Copyright of ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M. is the property of Knowledge E DMCC 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.)

Este estudo apresenta um mapeamento teórico de pesquisas científicas brasileiras que possuem como temáticas o Pensamento Computacional e a Robótica Educacional na resolução de problemas por estudantes da Educação Básica. Tem como objetivo identificar essas produções e analisar de que modo abordam os processos pedagógicos que envolvem esses tópicos em salas de aula da Educação Básica. Para tanto, foi realizada uma busca nas seguintes plataformas: SciELO; Periódicos CAPES; Google Acadêmico. Por meio da leitura minuciosa dos resumos das produções encontradas, foram selecionadas dez produções para análise. A leitura integral das produções mostra que o Pensamento Computacional e a Robótica são extremamente versáteis, sendo utilizados em toda Educação Básica como métodos de desenvolvimento de diferentes habilidades. Os resultados apontam que ambos são métodos eficazes para uma aprendizagem na qual o estudante é ativo na construção de conhecimentos, e que a Robótica é uma ótima ferramenta para o desenvolvimento do Pensamento Computacional

El propósito de este estudio es determinar los perfiles de impacto científico de los países, instituciones y autores más destacados en el campo de las matemáticas a nivel internacional. Los datos se colectaron a partir de la herramienta Essential Science Indicators. Se utilizó el software LabSOM para determinar el perfil bibliométrico de los países, las instituciones y los autores más destacados sobre la base de un análisis multiparamétrico. Los resultados muestran que no coinciden los líderes de cada indicador bibliométrico en ninguno de los niveles de agregación analizados y demuestran que esos indicadores no deben aplicarse de manera uniforme en todos los campos para medir el desarrollo científico de las disciplinas, porque cada una muestra tasas de crecimiento distintas. La evaluación multiparamétrica permite la determinación simultánea de varios indicadores bibliométricos. Este método constituye una herramienta novedosa para el análisis multiparamétrico computacional y permite la aplicación de minería de datos bibliométricos a la toma de decisiones en el más alto nivel de la organización. La novedad del estudio radica no sólo en su alcance internacional y en la actualidad de sus datos, sino también en el uso de nuevos indicadores de impacto científico en la Matemática.

Resumo O Transtorno de Déficit de Atenção/Hiperatividade (TDAH) é um transtorno que frequentemente acarreta prejuízos ao desempenho acadêmico. O presente estudo teve como objetivo verificar a extensão desses prejuízos no desempenho aritmético, comparando estudantes com sintomas de TDAH com o de seus pares sem TDAH. O desempenho aritmético de 93 estudantes com sintomas de TDAH e 447 estudantes sem TDAH, entre 7 e 16 anos, de escolas públicas de Porto Alegre (3º a 9º ano), foi avaliado pelo Subteste de Aritmética do TDE. Estudantes com sintomas de TDAH apresentaram escores mais baixos e uma quantidade maior de erros de procedimento do que os estudantes sem o transtorno. Os resultados sugerem que sintomas frequentes de TDAH têm relação com maior ocorrência de erros no desempenho em aritmética dos estudantes avaliados neste estudo.

El objetivo general de la investigación ha sido determinar si existe relación entre el desempeño docente y el aprendizaje en el área de matemática en estudiantes del cuarto grado de primaria de la i.e. N°5040, Callao, año 2021. La metodología utilizada fue tipo aplicada, enfoque cuantitativo, nivel descriptivo correlacional, diseño no experimental de corte transversal, método hipotético deductivo. La población estuvo constituida por 60 estudiantes de cuarto grado de primaria. La técnica para obtener los datos ha sido la encuesta y el instrumento un cuestionario de tipo Likert. De acuerdo con los resultados obtenidos y análisis descriptivo e inferencial se concluye que existe relación significativa de las variables desempeño docente y aprendizaje en el área de matemática.

Este artigo é um recorte da dissertação intitulada «O pensamento computacional no processo de aprendizagem da matemática nos anos finais do ensino fundamental», vinculada ao Programa de Mestrado em Gestão e Práticas Educacionais (PROGEPE) da Universidade Nove de Julho, em especial, à linha de pesquisa e de intervenção metodologia da aprendizagem e práticas de ensino (LIMAPE). Seu objetivo constituiu-se em analisar como o desenvolvimento do pensamento computacional na escola contribui para o processo de ensino e aprendizagem da Matemática, no âmbito da Educação Básica, especificamente, nos anos finais do Ensino Fundamental. A pesquisa foi realizada em uma escola estadual, localizada no município de São Paulo/SP/Brasil. Participaram da pesquisa 54 estudantes do oitavo ano, dos anos finais do Ensino Fundamental. A metodologia utilizada foi de cunho qualitativo, desenvolvendo-se por meio de uma pesquisa-intervenção. Os instrumentos de coleta de dados utilizados foram: questionários, grupos focais e observação participante. Como principais resultados, evidenciou-se que as práticas pedagógicas proporcionam o desenvolvimento do pensamento computacional, articulado à Matemática, em especial, o desenvolvimento de programação no ambiente escolar, ampliando as possibilidades para a construção de novos conhecimentos, de forma mais colaborativa, significativa e contextualizada, oferecendo ainda inúmeras oportunidades para o desenvolvimento de competências tecnológicas e lógico-matemáticas, entre outras, consideradas essenciais aos estudantes no cenário atual. /// 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.

O artigo trata da relação entre arquitetura e música a partir do espaço como gerador e difusor das ondas sonoras, e tomando como objeto de interesse a dimensão espacial arquitetônica através das ideias compositivas e sonoras geradas a partir e com a música. Nessa relação entre os dois campos observou-se a troca, na qual arquitetura e música se influenciam mutuamente e até borram suas fronteiras onde o espaço é musical e a música é espacial. Argumenta-se que esse atravessamento mútuo se dá para além do léxico comum e das questões formais, encontrando o espaço como mediador. Para o desenvolvimento do estudo foram identificados exemplares históricos e paradigmáticos resultantes de novas teorias e inovações tecnológicas. Nesse contexto, a peça 4’33” do compositor John Cage foi utilizada. como objeto de estudo para discorrer sobre a relação imbricada com a qual música e arquitetura trazem a partir do espaço arquitetônico.