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Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2021-12-14T18:39:28Z No. of bitstreams: 2 PDF - Wellson de Azevedo Araújo.pdf: 2133573 bytes, checksum: 395e660dda862210fb13be1e3d7280ae (MD5) Produto - Wellson de Azevedo Araújo.pdf: 1925493 bytes, checksum: b96a52e00706dd36914a9912094b5d2a (MD5) Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2022-01-10T13:55:54Z (GMT) No. of bitstreams: 2 PDF - Wellson de Azevedo Araújo.pdf: 2133573 bytes, checksum: 395e660dda862210fb13be1e3d7280ae (MD5) Produto - Wellson de Azevedo Araújo.pdf: 1925493 bytes, checksum: b96a52e00706dd36914a9912094b5d2a (MD5) Made available in DSpace on 2022-01-10T14:05:06Z (GMT). No. of bitstreams: 2 PDF - Wellson de Azevedo Araújo.pdf: 2133573 bytes, checksum: 395e660dda862210fb13be1e3d7280ae (MD5) Produto - Wellson de Azevedo Araújo.pdf: 1925493 bytes, checksum: b96a52e00706dd36914a9912094b5d2a (MD5) Previous issue date: 2020-04-08 In a reflection scenery about the Mathematics teaching, the role of the teacher and the students’ learning difficulties, the current research inserts itself in this debate, approaching the thematic of the usage of the Laboratório Interativo de Matemática [Interactive Mathematics Laboratory] – LIM, as an alternative to the change of views from teachers and students related to this subject. As northing question, we have: what are the potentialities of the didactic materials present in Interactive Mathematics Laboratories in the 4th teaching regional in Paraíba in the production of semiotic representations, in consonance to parameters instituted by the Base Nacional Comum Curricular [Common National Curriculum Base] – BNCC? While in relation to the general objective, the purpose of analyzing the potentialities of the collection of an Interactive Mathematics Laboratories, in the perspective of the production of records of semiotic representations and of the guidelines for the teaching of Mathematics of the Common National Curricular Base. In order to substantiate our work, we have promoted a theoretical review based on authors, among which we highlight: Lorenzato and Durval. The current research fits itself as from qualitative approach, characterized as exploring study, which has allowed observations and reflections on the potential of the Multiplan didactic material. As results, we have understood that the research contributes both for the discussion on the implementation of interactive mathematics laboratories in schools and the learning of students and teachers facing the usage of materials present in these laboratories, highlighting the Multiplan kit. We have concluded that the usage of the Multiplan may directly contribute to the gathering of mathematical objects, being necessary that the teacher adopt an adequate posture referring to the usage of the DM, being a knower: of the content to be applied, of the DM functionalities and be capable of plan didactic situations that stimulate the students in the building of semiotic representations. Num cenário de reflexão sobre o ensino de Matemática, o papel do professor e as dificuldades de aprendizagem dos alunos, a presente pesquisa insere-se nesse debate, abordando a temática do uso do Laboratório Interativo de Matemática (LIM), como alternativa para a mudança de visão de professores e alunos em relação a essa disciplina. Como questão norteadora, temos: quais as potencialidades dos materiais didáticos presentes em Laboratórios Interativos de Matemática da 4ª regional de ensino da Paraíba na produção de representações semióticas, em consonância com parâmetros instituídos pela Base Nacional Comum Curricular (BNCC)? Enquanto em relação ao objetivo geral, o propósito de analisar as potencialidades do acervo de um Laboratórios Interativos de Matemática, na perspectiva da produção de registros de representações semióticas e das orientações para o ensino de Matemática da Base Nacional Comum Curricular. Para fundamentarmos nosso trabalho, promovemos uma revisão teórica baseada em autores, dentre os quais destacamos: Lorenzato e Duval. A presente pesquisa se enquadrou como sendo de abordagem qualitativa, caracterizada como estudo exploratório, a qual permitiu observações e reflexões acerca do potencial do (MD) multiplano. Como resultados, entendemos que a pesquisa contribui tanto para a discussão sobre a implementação de laboratórios interativos de matemática nas escolas quanto para aprendizagem de alunos e professores frente a utilização de materiais presentes nesses laboratórios, com destaque para o kit multiplano. Concluímos que o uso do Multiplano pode contribuir diretamente para a apreensão de objetos matemáticos, se fazendo necessário que o professor adote uma postura adequada quanto a utilização do MD, devendo ser conhecedor: do conteúdo a ser aplicado; das funcionalidades do MD e seja capaz de planejar situações didáticas que estimule os alunos na construção de representações semióticas.

This is the second part of an author’s article published in QuaderniCIRD No. 17/2018. It presents the steps of an educational path in geometry aimed at students in secondary school. The focus is mainly on constructions of quadrilaterals. The author shows various ways in which the quadrilaterals can be constructed. He does it by folding paper to reproduce the shapes of the construction that each time can be taken as a starting point. In questa seconda parte, prosecuzione di un articolo della stessa autrice pubblicato in QuaderniCIRD n. 17/2018, si presentano le tracce di un percorso didattico di geometria sperimentato nella scuola secondaria di primo grado (allievi di 11-14 anni). Si affrontano principalmente le costruzioni dei quadrilateri. Per ciascuno dei quadrilateri considerati sono proposte varie costruzioni eseguite con il metodo della piegatura della carta e dipendenti dalle caratteristiche della figura che, di volta in volta, si vogliono prendere come punto di partenza.

espanolEl aprendizaje de las matematicas al inicio de la vida escolar, resulta un reto para el educador, por la complejidad que los contenidos tienen, razon. El objetivo del presente estudio fue identificar los conocimientos que los estudiantes tienen sobre las matematicas para crear un laboratorio ludo-matematico sustentado en el uso de tics como herramienta potenciadora del pensamiento geometrico-metrico en preescolar. La investigacion se sustenta desde la mirada cualitativa, y se trabajo con los maestros de la sede Camilo Torres de algarrobal, del Municipio del Banco Magdalena. Como instrumento de recoleccion de la informacion se realizo una entrevista estructurada. Los resultados permiten mostrar que los estudiantes en sus primeros anos escolares se les dificultan el aprendizaje de las matematicas, sin embargo tiene conocimientos basicos. En cuanto a la motivacion y participacion se encuentra que le es de mayor motivacion aprender si los espacios son interactivos y recreativos. EnglishThe learning of mathematics at the beginning of school life, is a challenge for the educator, because of the complexity that the contents have, reason. The objective of the present study was to identify the knowledge that students have about mathematics to create a ludo-mathematical laboratory based on the use of tics as an enhancing tool of geometrical-metric thinking in preschool. The research is based on a quantitative view, and the teachers of the Camilo Torres de Algarrobal headquarters in the Municipality of Banco Magdalena were worked on. As an instrument for gathering information, a structured interview was conducted. The results allow to show that the students in their first school years are difficult to learn mathematics, however they have basic knowledge. Regarding motivation and participation, we find that it is more motivating to learn if the spaces are interactive and recreational.

This text is the result of a workshop entitled “Geometry explained through folding paper: geometric constructions, in particular with triangles and quadrilaterals”, that was organised by the author within the activities to encourage continuing education promoted by CIRD in 2010. It illustrates how concrete activities can be useful to explain some abstract concepts of Euclidean geometry to secondary school students. The aim of this essay is to provide an example of an educational pathways in order to make students familiar with some geometric constructions, some of which proved ineffective, despite their correctness. In order to do this, only some geometric shapes suitable for educational purposes were considered, specifically those whose properties can speed up the educational process. Questo testo trae origine dal laboratorio “Geometria con piegature della carta: costruzioni geometriche, in particolare di triangoli e quadrilateri”, tenuto dall’autrice nell’ambito delle attività di formazione permanente promosse dal CIRD nel 2010. Si illustra un percorso che prevede lo svolgimento di attività concrete utili a motivare i concetti (astratti) di geometria euclidea proposti agli alunni della scuola secondaria di primo grado. Lo spirito della stesura è quello di fornire una traccia di percorso didattico insieme alla familiarizzazione con le costruzioni, alcune delle quali, pur essendo corrette, non sono “efficienti”, perché si è preferito sfruttare certe proprietà delle figure piuttosto di altre che le avrebbero rese più veloci ma meno adatte a fini didattici.

International audience; A teacher documents how a task was used to elicit children's knowledge of multiplication as a precursor to learning the long multiplication algorithm. Data include samples of children's written work, and transcripts of two 30-minute lessons. Children discussed solution strategies. The teacher used time between the two lessons to select and sequence representative strategies to share. Strategies used by the children were diverse showing a range of multiplication-related knowledge among the children ranging from knowledge of repeated addition to knowledge of place value and the additive decomposition of numbers to various applications of the distributive property.

This thesis presents an approach to the math lab in the school context, with a view to use of manipulatives in trigonometry. The goal is to guide teachers of Alagoas State Education Network in preparing lessons using the math lab, in order to enrich the teaching trigonometry. Initially, it took a historical analysis about the contents to be addressed. After the bibliographical analysis, a survey with teachers of state schools that are also students of PROFMAT / UFAL was held, addressing possible difficulties in using mathematics laboratory. Then it created a didactic sequence using math lab materials being applied in the 2nd year high school classes of the State School Odete Bonfim, Maribondo - AL. The aim of this work suggest to teachers and future teachers of mathematics, a material that can be used in the classroom to assist Trigonometry teaching, thus seeking improvements in teaching and learning by inserting the math lab at school. CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Na presente dissertação apresentamos uma abordagem sobre o laboratório de matemática no contexto escolar, com vista para utilização de materiais manipuláveis em trigonometria. O objetivo é auxiliar professores da Rede Estadual de Educação de Alagoas na preparação de aulas utilizando o laboratório de matemática, visando o enriquecimento do ensino de trigonometria. Inicialmente, realizou-se uma análise histórica a respeito dos conteúdos a serem abordados. Após as análises bibliográficas, foi realizada uma pesquisa com professores da rede estadual de ensino que também são discentes do PROFMAT/UFAL, abordando as possíveis dificuldades enfrentadas na utilização do Laboratório de Matemática. Posteriormente, foi elaborada uma seqüência didática utilizando materiais do laboratório de matemática sendo aplicada em turmas do 2º ano do ensino médio da Escola Estadual Odete Bonfim, Maribondo - AL. Pretende-se com esse trabalho propor aos professores e futuros professores de matemática, um material que possa ser utilizado em sala de aula para auxiliar o ensino de trigonometria, buscando assim melhorias no ensino-aprendizado através da inserção do laboratório de matemática no ambiente escolar.

Pensar a educação como um processo de formação humana, a partir das relações sociais, culturais, históricas, em um contexto inclusivo, é um desafio para professores e pesquisadores em todas as áreas conhecimento. Nesse sentido, esta pesquisa busca contribuir para o processo de educação inclusiva em relação à Educação Matemática de alunos com o Espectro Autista. O presente estudo objetivou analisar o significado dado ao objeto de estudo geométrico por um aluno com Síndrome de Asperger, a partir da aplicação de uma proposta pedagógica que valorize o desenvolvimento de atividades no Laboratório de Matemática Escolar (LME). O objeto da pesquisa é: As mediações desenvolvidas no LME e seus impactos no processo de argumentação e aprendizagem geométrico por um aluno com Síndrome de Asperger. A problemática dessa investigação é composta por três perguntas: (1) Quais são as mediações desenvolvidas por um professor de Matemática para aluno com Síndrome de Asperger, quando envolvido em atividades de geometria plana em um LME? (2) Quais são os atos mediadores que emergem em atividades coletivas de aprendizagem geométrica quando um aluno com Síndrome de Asperger nela está envolvido? (3) Quais são os argumentos utilizados por aluno com Síndrome de Asperger no desenvolvimento de problemas de geometria plana? A abordagem investigativa foi a qualitativa e o método em uso foi o estudo de caso de observação. Os procedimentos e recursos metodológicos, adotados na pesquisa, envolveram registros de oficinas de aprendizagem desenvolvidas com o sujeito da investigação, entrevistas, diálogos, registros e análise documental. Os pressupostos teóricos que a nortearam estiveram fundamentados na Teoria Histórico-Cultural. Os resultados apresentam uma evolução no processo de argumentação e resolução de atividades matemáticas por parte do estudante, o que denota uma melhor manipulação dos signos matemáticos e também a aquisição de conceitos científicos. As mediações e as interações sociais entre os alunos e o professor foram fundamentais para o desenvolvimento e para a aprendizagem de conceitos geométricos com maior significado por um aluno com Síndrome de Asperger. Como produto educacional desta pesquisa, elaboramos um CD, contendo um roteiro de todas as oficinas realizadas no LME, com o planejamento, os motivos e as necessidades que levaram à sua aplicação. Thinking of education as a process of human formation, based on social, cultural, historical relations in an inclusive context, is a challenge for teachers and researchers in all fields of knowledge. In this sense, this research aims to contribute to the inclusive education in mathematics of students with autistic spectrum disorders. This study set out to analyze the meaning given to the geometric object of study by a student with Asperger syndrome, through the application of a pedagogical proposal, which would favor designing activities in the School Mathematics Laboratory (SML). The object of the research is mediations designed in the SML and their impact on the process of argumentation and geometric learning by a student with Asperger syndrome. The research problem consists of three questions: (1) What are the mediations designed by a teacher of Mathematics for students with Asperger syndrome involved in plane geometry activities in an SML? (2) What mediator actions emerge in collective geometrical learning activities when a student with Asperger syndrome is involved? (3) What arguments are used by a student with Asperger syndrome in solving plane geometry problems? This study takes a qualitative approach and the method used was that of a case study of observation. The procedures and methodological resources adopted in the research involved learning workshop records drawn up with the subject of the research, interviews, dialogues, record and documentary analyses. The underlying theoretical assumptions were based on the Cultural-Historical Theory. The results show evolution in the process of argumentation and in solving mathematical activities on the part of the student. This denotes better manipulation of mathematical signs and also the acquisition of scientific concepts. Mediations and social interactions between students and the teacher were crucial to the development and learning of geometrical concepts with greater meaning for the student with Asperger syndrome. As an educational product of this research, a CD was designed containing the script of all the workshops held in the SML, the planning, reasons and needs which led to its application. Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG

Gür, Hülya (Balikesir Author), Ulusal ve uluslararası sınavların sonuçları doğrultusunda eğitim sistemimizdeki eksiklikleri giderebilmek amacıyla çeşitli çalışmalar gerçekleştirilmektedir. Bu çalışmalardan biri de Milli Eğitim Bakanlığına bağlı okullarda hayata geçirilen Oyun Temelli Matematik Öğrenme Laboratuvarı Projesidir. Öğrenme ortamını ve eğitim öğretim faaliyetlerini düzenleyecek öğretmenlerin matematik laboratuvarlarının öğrenmeye etkilerine ilişkin görüşleri, bu projenin okullarda verimli bir şekilde kullanılabilmesi açısından önem arz etmektedir. Buradan hareketle çalışmanın amacı gelecek nesilleri yetiştirecek olan öğretmen adaylarının eğitim-öğretim faaliyetlerinin matematik laboratuvarında gerçekleştirilmesine ilişkin görüşlerini belirlemektir. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni benimsenmiştir. Çalışma amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak belirlenen 6 ilköğretim matematik öğretmen adayı ve 6 ortaöğretim matematik öğretmen adayı ile gerçekleştirilmiştir. Araştırmanın verileri 9 açık uçlu sorudan oluşan form ile elde edilmiştir. Elde edilen verilerin analizinde betimsel ve içerik analiz teknikleri birlikte kullanılmıştır. Araştırmanın sonunda öğretmen adaylarının görüşlerinden elde edilen bulguların yanı sıra gelecek araştırmalara ışık tutması açısından önerilere de yer verilmiştir., According to the results of the national and international examinations various activities is carried out to resolve deficiencies in our education system. One of these studies is The Project of Game Based Mathematics Learning Laboratory implemented in the schools affiliated to the Ministry of Education. The views of the teachers who will organize the learning environment and the educational activities about the mathematics laboratory's impact on learning is crucial in terms of using the projects efficiently in the schools. Hence this study's purpose is to determine the views of the teacher candidates who will train the next generation. It was adopted the case study of qualitative research methods in the study. The study was carried out with 6 primary school and 6 secondary mathematics teacher candidates determined by using criterion sampling method, one of the purposive sampling methods. The research data was obtained with the form consisting of nine open-ended questions. Descriptive and content analysis techniques were used together to analyze the data. At the end of the study, it was presented recommendations to shed light on future research as well as the findings obtained from the opinions of the teacher candidates

The research about the intercultural phenomenon in Italy increased with the growing phenomenon of migration, highlighting the problem of cultural diversity and social policies. "The encounter with the diversity should not be suffered, either tolerated, or rejected it should be accepted as survival strategy" (Callari Galli, 2000). This should go beyond the logic of the social emergency and the perception that people have of the problem. The school has, in this process, a key role. The goal of a good educa-tional project is to understand that the intercultural requires continual reference to the concrete experi-ences of the people Theoretical assumptions of the project are the concepts of “interaction”, “empa-thy”, “decentralization” and “cognitive transitivity" (Nanni,1998). The acquisition of cognitive transitivity is an opportunity to expand their cognitive potential through the refinement of "thought in motion" (Demetrio&Favaro, 2000). In this theoretical direction, we present an experimental laboratory of mathematical principles, made with the participation of experienced teachers, with the use of classical tools of teaching, research tools and techniques of social community animation. The various activities carried out have revealed an active and participatory and the establishment of a significant relation-ship between interlocutors. The students have put into practice the behaviour is not stereotyped, more reflective and less ethnocentric about the society and about the values. They finally listened to the voice of the protagonists of immigration and developed of the authentic reflections. We present here a multidisciplinary mathematical laboratory where students can understand that a discipline that seems static and rigid is the result of an evolution involving different peoples, with traditions and religions still very different, often conflicting. Multi-ethnicity, which increasingly characterizes our society, it is surely an important opportunity of growth and enrichment for people

Denna studie beskriver hur en kommunal grundskola i sydvästra Indien undervisar matematik.Vår frågeställning var: Hur fungerar en indisk statlig grundskola arbetar med matematik? Vilka är lärarnas uppfattningar om skolans sätt att undervisa? För att ha möjlighet att fördjupa oss i frågorna undersökte vi även Hur lärarnas föreställningar om matematik påverkar normerna i klassrummet utifrån ramen av Yack och Cobbs normteori. Det är en kvalitativ studie där vi utförde observationer av undervisningen och intervjuer med lärare och rektorn på skolan om deras syn på matematikundervisningen, under tre veckor. Vi samlade också information om och dokumenterade deras matematikverkstad.Utifrån våra intervjuer och observationer kunde vi dra slutsatsen att samtliga på skolan arbetade med en aktivitetsbaserad undervisning där matematik lärs med hjälp av manipulativt, laborativt material. De arbetade tillsammans i ett arbetslag med en strävan att uppfylla läroplanens mål och med en gemensam arbetsmetod. Vi fann också att lärarnas värderingar och föreställningar om hur matematik ska läras ut, påverkar de normer som verkar i klassrummet.Denna studie kan inte generaliserbar eftersom detta är en fallstudie på denna skola. Dock förespråkar den indiska läroplanen att undervisningen ska ske utifrån elevnära aktiviteter, men matematikverkstaden på denna skola var speciell och utvecklad på denna skola. For our study, we visited a Government Lower Primary School in India to inquiry about how a school in another schooling context teaches mathematics. Our research questions were: How does an Indian Government Lower Primary School work with mathematics? What are the teachers' perceptions of the school’s teaching approach? In addition to these questions and to inquire deeper into this subject, we also investigated How do the teachers’ perceptions and method of teaching connect to Yackel and Cobb’s framework of the different kinds of norms operating in the classroom?We did a qualitative study, staying at the school for three weeks to interview teachers about their method of teaching mathematics as well as observing how they were teaching mathematics and the norms that operated in the classroom. We also gathered information about their mathematics laboratory. During our interviews and observations we came to the conclusion that the school worked with activity-based learning by using manipulative materials. All teachers as well as the principal cooperatively strived to meet the curricula objectives, with the same teaching approach. We also found that the teachers’ values and beliefs about how mathematics should be taught, affect the norms operating in the classroom.This study cannot be generalised for all schools in India or even in this area. This study is a minor study which only considered one particular school which used an interesting teaching method, activity-based learning with manipulatives.