Estatística com projetos: uma alternativa de ensino e aprendizagem

This work presents the use of projects as an alternative for teaching statistics, for that it was elaborated a Project that involves the educational socioeconomic reality from the families of the students and built a link between the reality and the scholastic knowledge. This project was applied in Sesi School - Pato Branco between the months of August to September 2014 with 25 students from the 1o and 2o grades from High School. To work the statistics concepts a questionnaire was applied for the parents of the students of the Project´s, they answer it and through these answers the students made frequency tables and graphs, besides measure calculations on measures of central tendency and dispersion measure. All of the construction were realized manually and in the Excel spreadsheet and some of them were chosen to be in this work to with the purpose of showing the hits and the mistakes done. The students worked in groups of 5 students, except in the last class when it was done a test referring to the contents taught in the classroom and a questionnaire for them to evaluate the project´s application. The results show that the teaching of Statistics trough projects motivate the students interest, stimulating the statistical reasoning, in addition made the students know a Math that was different from the one they have already known, with a lot of calculation but with no final objective.

GeoPlexo: um material manipulável para o ensino dos números complexos

This study aims to develop a manipulative material to assist the teaching and learning of Complex Numbers. Primarily, It tries to define the status of the current teaching of Complex Numbers, having as guide the bias of the research produced in dissertations and published on the website of Capes and the Virtual Library of Profmat from 2004 to 2014. It presents historical aspects of the theme, a mathematical foundation and a discussion of the use of manipulative materials as teaching resources for the teaching of mathematics. It introduces the manipulative material called GeoPlexo and a sequence of activities of potentiation and settling of complex numbers, explaining its use. It concludes with the importance of manipulative materials as a teaching resource for the teaching of Complex Numbers, especially regarding the geometric visualization of this mathematical object.

Educação financeira no ensino médio: uma abordagem por meio da análise de produtos financeiros com ênfase em consórcios

This paper presents a differential approach of financial mathematics developed in high school, focusing on financial education. We seek through the insertion of texts, analysis of some financial products and by the interpretation of problems to contribute to the financial training of students. Aiming to make financial mathematics more attractive and accessible to the day-today, there are available for studies some practical tools like the citizen calculator which are available for computers and mobile phones. As well as spreadsheets and software Geogebra, that allow you to compare and analyze the financial costs of consortia, financing and financial applications,in addition to being allied in the preparation and control of personal and family budget. By applying the teaching sequence proposed in a nocturnal class of high school, we realized some difficulties that have limited the financial learning of math concepts.Yet identified progress regarding the financial education of students. These observations were made through qualitative and quantitative analysis from notes in the field diary and also answers given by students in specific form.

Programa Etnomatemática: ponderações da prática pedagógica

The aim of this present work is investigating the interest and motivation for learning, awakened in pupils when the educator practice is guided by the ethnomathematics perspective. The main question is: Can an ethnomathematic approach awaken enthusiasm in pupils, causing it to become more critic and active in building their knowledge? The methodology that guides the investigation is qualitative, based on technical arising of the ethnographic case study. Theoretical contributions that support the investigation are from the scientific methodology and from ethnomathematics. The research material is composed by: researcher’s field diary, audio recording of participant observation, interviews reports of community residents and students parents, highlighting the material produced by students. This study was developed on an 8º year of high school of rural community. During the work were prioritized the ethnomathematics concepts of the Ethnomathematic Program, which establish a link exchange, where the lecturers inserts themselves on the reality of pupils in a way that promote an appreciation of their identity and a commitment to their learning. The educator investigates and values the ideas of pupils throughout dialogues. There are challenges for the application of education with ethno mathematic perspective, pointed out by authors, listed and supplemented in the research. In this context, it is believed that the socio-cultural knowledge must be respect, and as they are understood their specialties, capabilities and characteristics, this can guide teaching practice, making significant process for pupils, providing appropriation of scientific knowledge. Analysis of research practice indicated that students, research subjects, when they decided contextual issues, with their way of life, felt appreciated. The conclusion is that, with continuous action of contextualized of school mathematics, from the recognition of the environment and of cultural identity, the educator has the opportunity of review their own participant condition, and therefore promote an enthusiasm for learning. Because a motivated pupil becomes active, since that the all project is guided in a significant theme.

O processo de implementação da educação do campo nas escolas do Núcleo Regional de Educação de Pato Branco: limites, desafios e possibilidades

This work is part of the Graduate Program in Regional Development of the Federal Technological University of Paraná, Pato Branco campus, the research line Education and Development. The line of research concerns the Regionality and Development. In this study, investigate sought the implementation of the Field Education Curriculum Guidelines in the State of Paraná, whose locus, SEED / PR, the NRE / Pato Branco and Field Schools belonging to the NRE. The theme is to respond to the research problem, to identify the limits and challenges of the implementation process of Rural Education in rural schools in the Regional Center of Pato Branco Education. Exploratory research covers a time frame comprising the years 2002-2014 in order to identify and analyze the documents and perceptions of the subjects that guide the implementation of the field of education in the state of Paraná. The results show that the education field has not yet overcame the challenge of implementing public policies, in particular the field of Education Curriculum Guidelines. In general, the texts point to the concerned school education with the urban environment, in an attempt to solve the problems related to truancy, low school enrollment,flunk, among others. The reality of the field displays more serious such problems, however, is visible the development of proposals in an attempt to achieve definitive solutions to the issues of the field. However, a positive factor is the increase in continuing education courses, some offered by the Department of Education Field Regional Center of Education, others initiatives by the own teacher, which demonstrate the concern in improving their teaching practices, concomitant with need to change the identity of the field school. In this sense, we seek to deepen the discussion in order to demystify the idea that the subject field to be synonymous with poor education, poor quality. Documents such as the Field Operational Guidelines established by the CNE - National Education Council in 2002, the Curriculum Guidelines field developed by SEED - Secretary of State and Education in the State of Paraná in 2004 and established as a public policy in 2010 provide data that allow make a study of public policy and educational field context in order to understand the challenges for the development of an education as culture, ways of life, history, finally, the specificities of the subject field.

Princípios e fundamentos da pedagogia da alternância: alguns desdobramentos atuais

The Pedagogy of Alternation (PA) is a differentiated teaching methodology, originally created to meet the needs that involve the population of the field. Through its educational procedures, distinct from the traditional education, demand, with autonomy, to form children and young people through the articulation of time and space, and involve the family and community in the educational process and in local development. Having been established as an alternative that generated positive results, the PA has expanded the world and today, with the formation of various movements, is present on five continents. In Brazil, there are two active movements using the PA, the Italian, which afforded the EFAs and the French, responsible for implantation the CFRs. Is in this context, the present research is inserted, which the following objective: to analyse the origins, principles and theoretical-methodological foundations of Pedagogy of Alternation and its implantation in Brazil, as well as some of its current unfolding. With this, it takes into consideration, besides the Brazilian movements, those who influenced its origin, the raised in France and the raised in Italy. The study is characterized as a theoretical, qualitative, bibliographic and documental. The data collection was carried out by searching in the CEPAD/UTFPR database and in the web pages of the institutions involved. After the identification and selection of documents and bibliographies, was realized the qualitative analysis of the data. The results indicate that the Pedagogy of Alternation practiced by the Italian EFAs and the Brazilian CFRs has undergone significant changes over time, keeping only firm the principle alternation of time and space, while the French MFRs and Brazilian EFAs, passed by adaptations, but still solid to principles of PA. The survey also showed that the CFRs in Parana are in a situation of instability about their future, since the links with the government are weakened. Thus, the present study sought to reflect on the meaning and the scope of the PA and its foundations that guarantee the autonomy and strength of this methodology in their places of origin. Therefore, the research presents contributions regarding the elucidation about expansion process of the movements in the three covered countries as well as those faced tensions by each and their transformations in order to highlight the importance of PA for education, comprehensive training of young and to development of the middle.

Demonstração de fórmulas matemáticas no ensino médio

The objective of this study is to analyze the validity of working with proofs in the classroom and to present a partial list of proofs of mathematical formulae of the Brazilian secondary/high school curriculum. The adaptation of the proofs into the knowledge and abilities of a secondary school student should also be considered. How the teaching of proofs is treated in official publications in Brazil and other countries is also described. Working with proofs provides a number of benefits to the students, including: the development of logical reasoning, argumentative capacity, analytical skills on a daily basis, as well as motivation and a better understanding of mathematics as a science. The convenience of including the teaching of proofs in Brazilian secondary school curriculum and the need of a balance between the abstraction of proofs and contextualization of the school programmes is discussed. The approach of the proof teaching in the classroom can become a motivating factor or, conversely, a discouraging one. The conclusion is that it would be very useful to create a reference list covering the mathematical expressions of school programmes with their respective proofs that can be understood by secondary school students.