Página 12 dos resultados de 228881 itens digitais encontrados em 0.170 segundos

Tecnologias de Informação e Comunicação no Currículo de Matemática do Ensino Secundário após a Reforma Curricular de 1986; Information and Communication Technologies in the Secondary School Mathematics Curriculum after the Curricular Reform of 1986

Fernandes, José António; Alves, Maria Palmira; Viseu, Floriano; Lacaz, Tânia Maria
Fonte: Associação Portuguesa de Estudos Curriculares Publicador: Associação Portuguesa de Estudos Curriculares
Tipo: Artigo de Revista Científica
Publicado em //2006 Português
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No presente artigo estuda-se em que medida o desenvolvimento das Tecnologias de Informação e Comunicação (TIC) se reflecte no currículo prescrito de Matemática do ensino secundário, designadamente ao nível dos tipos de tecnologia, das referências que lhe são feitas e das recomendações do seu uso nos diferentes temas. Os dados usados no estudo resultaram da análise documental dos programas da área de Matemática do ensino secundário, desde a Reforma do Sistema Educativo de 1986 até à actualidade. Em termos de resultados, salienta-se ao longo das sucessivas alterações dos programas, no período considerado, um claro aprofundamento das TIC no currículo de Matemática, repercutindo-se em todas as dimensões estudadas: tipo de tecnologia, frequência com que são referidas nos programas e nos seus componentes e formas de uso recomendadas nos diferentes componentes do currículo.; This paper studies which degree the development of the Technologies of the Information and Communication (ICT) appears in the official mathematics curriculum of secondary school, namely related with types of technology, the references to them, and the recommendations to their use in the different contents. The data used in the study came from the documental analysis of the secondary syllabus of mathematics...

Communication in the classroom : practice and reflection of a mathematics teacher

Martinho, Maria Helena; Ponte, João Pedro da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2008 Português
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This paper discusses the conceptions, practices and reflections about practices of a basic education mathematics teacher in Portugal with respect to communication in the mathematics classroom. It also addresses their change through her work on a collaborative project. The case study of this teacher was carried out as part of a long term (one year and a half) collaborative project involving a researcher and three mathematics teachers. The case pro-vides evidence of the relevance of such a project to develop the teacher’s understanding of communication processes in her classroom, putting practices under scrutiny and developing richer communication patterns between teacher and students.

Actividades de iniciación a la investigación en educación matemática; Introductory research activities in mathematics education

Godino, J. D.; Neto, T. B.
Fonte: Graó Publicador: Graó
Tipo: Artigo de Revista Científica
Português
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Se presentan algunas actividades prácticas propuestas en un curso de innovación docente e iniciación a la investigación educativa en el marco de un máster de formación inicial de profesores de matemáticas de secundaria. Se incluyen, entre otros ejemplos, el análisis de un texto breve en el que se describe una clase ideal de matemáticas y el análisis de una sesión de clase video-grabada sobre semejanza de triángulos. Estos ejemplos se introducen con el fin de reflexionar sobre algunos principios didáctico-matemáticos básicos, los cuales permiten introducir criterios de idoneidad didáctica en el estudio de las matemáticas y motivar la búsqueda de fuentes bibliográficas en la base de datos MathEduc.; This paper presents some practical activities carried out in a teaching innovation and introduction to educational research course, which is part of a Master’s degree directed to secondary mathematics teachers’ initial e ducation. A mong other examples we include the analysis of a short text describing an ideal mathematics class room and the analysis of a video - recorded lesson on similarity of triangles. These activities serve to reflect on some basic mathematical didactic principles, to introduce educational suitability criteria in the study of mathematics and to motivate the review of literature in the MathEduc database.

A framework for mathematics inquiry-based classroom practice: the case of Célia.

Canavarro, Ana Paula; Oliveira, Hélia; Menezes, Luís
Fonte: ICME Publicador: ICME
Tipo: Artigo de Revista Científica
Português
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This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results

Vale, Isabel; Fernandes, Domingos; Borralho, António
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Aula
Português
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Recently, a new Mathematics curriculum for basic education (Grades 1-9) has been introduced in the Portuguese educational system. This curriculum was designed to bring together some disperse curricular documents and to substitute the former one that was being used since the early 90s. But, above all, the new curriculum was aimed at providing a more sustained development of students’ mathematical learning based upon recent international recommendations for mathematics teaching and learning. The new curriculum implementation was strongly supported by a special designed programme aimed at providing scientific and pedagogical support to all teachers of Grades 1-9 throughout all the schools of the country. Before its generalization to all basic education schools of the country, the new curriculum had been put into practice by 40 teachers of the different grade levels for a three-year period. These teachers had the opportunity to attend a number of workshops and to share their experiences in a variety of contexts. In fact, they functioned as a true network, working in close collaboration. Besides they were also in touch with the authors of the new curriculum to insure that it was put into practice according to the authors’ proposal. At the same time the Ministry of Education appointed a team of three mathematics educators to conduct a three-year evaluation study of the whole process of implementation of the new curriculum. An overview of this evaluation study will be presented: Besides...

A FRAMEWORK FOR MATHEMATICS INQUIRY-BASED CLASSROOM PRACTICE: THE CASE OF CÉLIA.

Canavarro, Ana Paula; Oliveira, Hélia; Menezes, Luís
Fonte: Instituto Politécnico de Viseu Publicador: Instituto Politécnico de Viseu
Tipo: Artigo de Revista Científica
Publicado em /07/2012 Português
Relevância na Pesquisa
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This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematics – in this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

The mathematics inquiry-based classroom practice of Célia

Canavarro, Ana; Oliveira, Hélia; Menezes, Luís
Fonte: T.-Y. Tso Publicador: T.-Y. Tso
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 Português
Relevância na Pesquisa
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contrato PTDC/CPE-CED/098931/2008; This study has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the transversal analysis of cases of experienced teachers of different school levels (one per level) that regularly conduct inquiry-based teaching of mathematics at different school levels. Developing an inquiry-based approach is a complex practice for most of the teachers (Stein, Engle, Smith, & Hughes, 2008) and we hope that our intended framework could contribute as a tool for reflection about this practice, namely in the context of teacher education.

Mathematics Education: For Whom?

Mesquita, Mônica
Fonte: Information Age Publishing Publicador: Information Age Publishing
Tipo: Parte de Livro
Publicado em //2009 Português
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To rethink about our role as researchers of the mathematics education pro- cess could be a way to think about the relation between for what and why mathematics education exists. Some thoughts, that grew from my inner dia- logues as a researcher, teacher, student, and mother that I am, were devel- oped within practices inside multiple systems in which I was engaged, bring- ing some questions that became a paper from the necessity for sharing them in the Discussion Group 3 of the ICME environment

Arguments for the definition of the ict skills for prospective teachers: university student perception about the role of teachers of mathematics in secondary

López,Yuri Morales
Fonte: Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru. Publicador: Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru.
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 Português
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In this paper we analyze the main factors (or indicators) that may be present in the use of technology resources, specifically the use of Personal Computer (PC) and, thus, try to infer about possible ways to take advantage of this resource. The main objective of this research was to determine the perception of university students about the role of secondary mathematics teacher, specifically from the technological perspective. For this purpose, we administered a survey to collect information of 264 students in a course of Introductory Mathematics MAX 084, in the first half of 2010 at the Universidad Nacional in Costa Rica. Principally, regarding how the mathematics teacher influenced the development of technological skills, useful for further training at the University.

A computation of the action of the mapping class group on isotopy classes of curves and arcs in surfaces

Penner, Robert Clark
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 156 leaves; 10664694 bytes; 10664451 bytes; application/pdf; application/pdf
Português
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by Robert Clack Penner.; Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 1982.; MICROFICHE COPY AVAILABLE IN ARCHIVES AND SCIENCE; Bibliography: leaves 155-156.

11.124 Introduction to Teaching and Learning Mathematics and Science, Fall 2002; Introduction to Teaching and Learning Mathematics and Science

Klopfer, Eric
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
Formato: 14419 bytes; 30412 bytes; 16993 bytes; 17604 bytes; 23308 bytes; 11 bytes; 4586 bytes; 21366 bytes; 11602 bytes; 38351 bytes; 4755 bytes; 27322 bytes; 25313 bytes; 4039 bytes; 301 bytes; 354 bytes; 339 bytes; 180 bytes; 285 bytes; 67 bytes; 17685 bytes; 4
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Subject provides an introduction to teaching and learning science and mathematics in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, subject explores the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, education reform, standards and standardized testing, scientific models, methods of solving problems, student learning, and careers in education.

18.310 Principles of Applied Mathematics, Fall 2004; Principles of Applied Mathematics

Kleitman, Daniel J.
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
Português
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Principles of Applied Mathematics is a study of illustrative topics in discrete applied mathematics including sorting algorithms, information theory, coding theory, secret codes, generating functions, linear programming, game theory. There is an emphasis on topics that have direct application in the real world.

A Identidade Profissional do Professor de Matemática frente aos Ciclos de Formação e Desenvolvimento Humano do Município de Goiânia µa luz da Etnomatemática; The Professional Identity of Professor of Mathematics forward to the Cycles of Formation and Human Development the city of Goiania μa light of Ethnomathematics

SOUZA, Janderson Vieira de
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
Português
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This work is intended to show aspects of the professional identity of a - ome math teachers in the city of Goiania, belonging to the Central Regional Unit. It seeks to understand how these teachers understand and incorporate the structure named Cycles of Formation and Human Development, the Light of Ethnomathematics. Therefore, we performed a case study that, at first, one of the main documentary research proposals and guidelines that drive work in cycles of the municipality of Goiania, since its implementation in 1998. Subsequently, interviews were conducted with nine teachers of mathematics belonging to one of the regional units of the city, having as one of the criteria for the selection of teachers who possess experience with cycle III for at least three years. The survey revealed that teachers experience many conflicts on the environment school, from the limited understanding of the proposal Political Educator Municipal Education of Goiania to a rethinking of pedagogical praxis. These conflicts give rise to criticism of the deployment and concepts that guide the proposal of cycles. In also addressed the identity of the teacher of mathematics in perspective of Ethnomathematics and, through this, thoughts proposals related to some aspects as grouping according to age...

O est??gio na forma????o de professores presencial e a dist??ncia: a experi??ncia do curso de Matem??tica da UFPel; The training in teacher education and distance learning: the experience of mathematics course from UFPel.

FELDKERCHER, Nadiane
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
Português
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The supervised training is an obligatory curriculum element in initial teacher education courses that aims above all, the development of teaching and the approach to the teaching profession, with education professionals and their diverse practices. The training also requires educational relations or job orientation and also between trainee teacher and mentor teacher. The idealizations and legal guidance that has been designed on teacher education training are usually based on the actual courses, and the training of distance education courses lie still in the dark. Thus, this study aimed to investigate how training are developed in graduate courses in mathematics distance and presence courses in the Federal University of Pelotas (Pelotas University) from the perspective of faculty advisers, coordinators and trainee students from centers, and to investigate how is the orientation of these training and what are the similarities and differences between the training of these two courses. This is a qualitative study that used interviews as an instrument of data collection with the faculty advisers training, trainee and center coordinators tied to Courses in Mathematics Classroom and Distance courses from UFPel. Among the key findings it includes: the training of the curriculum organization is identical in the two courses...

The Relationship between the Secondary Mathematics Curriculum, College Persistence, and Success at an Urban Community College

Proctor, Avis R
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus - an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes...

The relationship between the secondary mathematics curriculum, college persistence, and success at an urban community college

Proctor, Avis Richards
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
35.43%
According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus—an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes...

The Experience of Security in Mathematics

Charalampous, Eleni; Rowland, Tim
Fonte: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico (FQM-193) Publicador: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico (FQM-193)
Tipo: Artigo de Revista Científica
Português
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In this paper, we report some findings from an investigation of a topic related to affect and mathematics which is not well-represented in the literature. For some mathematicians, mathematics itself is a source of security in an uncertain world, and we investigated this feeling and experience in the case of 19 adult mathematicians working in universities and schools in Greece. The focus reported here is on ways that a relationship with mathematics offers a sense of permanence and stability on the one hand, and an assurance of novelty and progress on the other.; En este trabajo presentamos algunos resultados de una investigaci??n sobre un tema relacionado con el afecto y las matem??ticas que no est?? bien repre-sentado en la literatura. Para algunos matem??ticos, las matem??ticas en s?? mismas son una fuente de seguridad en un mundo incierto; nosotros investi-gamos este sentimiento y experiencia en el caso de 19 matem??ticos adultos que trabajan en universidades y escuelas de Grecia. El foco de este art??culo es en las maneras en que una relaci??n con las matem??ticas ofrece un sentido de permanencia y estabilidad por una parte, y garant??a de novedad y progreso, por otra.

Mathematics teachers??? ideas about mathematical models: a diverse landscape

Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, B??rbara M.
Fonte: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico (FQM-193) Publicador: Grupo de Investigaci??n Did??ctica de la Matem??tica: Pensamiento Num??rico (FQM-193)
Tipo: Artigo de Revista Científica
Português
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This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers??? ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers??? written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds.; Este art??culo describe las ideas que tienen profesores de matem??ticas (grados 5-9) acerca de los modelos matem??ticos de fen??menos del mundo real y explora c??mo esas ideas difieren dependiendo de la formaci??n acad??mica de los profesores. Analizamos las respuestas de 56 profesores en ejercicio estadounidenses a tres preguntas abiertas, mediante un an??lisis de contenido. Identificamos un panorama variado de ideas sobre las entidades que constituyen el modelo matem??tico, sobre si los datos pertenecen o no al modelo...

Embracing Technology: Assessment For, and As Learning in Grade Six Mathematics

Gill, Rebecca
Fonte: Quens University Publicador: Quens University
Tipo: Project
Português
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Educational technology, although valued, is often underused within today’s classrooms. The following Master’s Project outlines the development, and pilot testing of a web-based resource for Mathematics educators who are looking to incorporate more technology into their assessment for and assessment as learning within the Number Sense and Numeration strand of the Ontario Mathematics curriculum. The main research question for this study was: What do educators think about a web-based resource designed to integrate technology and assessment for and as learning, in Grade 6 Mathematics classes? Through a document analysis and a group interview, a small sample of educators evaluated a web-based resource that embraces and amalgamates a note-taking application with assessment for and as learning. Key design features including flexible unit plans were developed using backwards design. Feedback was used to improve and refine the development of the resource. The project is discussed in terms of future development of the website.

Dimensión afectiva hacia la matemática: resultados de un análisis en Educación Primaria; Affective dimension towards mathematics: results of a study in Primary Education

Mato Vázquez, María Dorinda; Espiñeira Bellón, Eva; Chao Fernández, Rocío
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
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Este artículo evalúa la dimensión afectiva de 1180 alumnos de Educación Primaria respecto a las matemáticas durante el curso 2012.Para ello se describe, en primer lugar, la percepción que tienen los estudiantes sobre las actitudes de su profesor de matemáticas, así como la satisfacción que siente hacia la materia y el valor que le otorga de cara a su futuro profesional. Posteriormente se analizan las asociaciones e influencias respecto a las variables centro (público y concertado) y curso (3º, 4º, 5º y 6º) mediante la prueba no paramétrica de Kruskal-Wallis. Finalmente, para conocer los efectos generales y específicos de la variable actitud sobre el rendimiento académico recurrimos a la correlación de Pearson.Finaliza el artículo con los resultados y la presentación de las conclusiones obtenidas.Podemos decir que los procesos afectivos influyen en las experiencias de los alumnos cuándo se enfrentan al aprendizaje matemático y repercuten en su calificación.; This article analyzed the affective dimension towards mathematics of 1,180 primary education undergraduate students during the 2011-2012 academic year. We described students´ perception of their mathematics teacher's attitude, students´ satisfaction with the subject matter...