Dificuldades de aprendizagem em estequiometria: uma proposta de ensino apoiada na modelagem

In order to learn/teach chemistry some themes are relevant, like the stoichiometry, which consists in the study of the weight ratios in the combination of elements and compounds between themselves. This is an underlying subject in the understanding/representation/forethought of chemical reactions. Considering these aspects, our study presents a modeling-based proposal to develop the content of stoichiometry with prospective chemistry teachers. With this aim, we have made a review of literature, which we considered when tried to identify the learning difficulties using both quizzes and pedagogical tests, and then, from those difficulties we could propose a teaching unit for this concept and, consequently the evaluation of our proposal. The participants were chemistry undergraduates at the Universidade Federal do Rio Grande do Norte (UFRN) from assorted levels. As a methodological framework, we rely on the discursive textual analysis to characterize the speech of participants. As main results we observed ideas of appearance or disappearance of matter during chemical transformations, disregard of stoichiometric proportions when using drawings to represent the microscopic level of a reaction and confusion between the magnitude amount of matter and other magnitudes such as mass and volume. The final product is a sequence of instruction, based on the modeling previous research literature , with the goal of improving students ability to articulate the macroscopic and submicroscopic levels of representation of the matter

Elaboração de atividades didáticas para o ensino de matemática a partir de livros antigos: o exemplo do leçons élémentaires de Lagrange

De nombreuses études sur l`utilisation pédagogique de l`histoire des mathématiques viennent a identifier les arguments qui sous-tiennent ces actions éducatives comme une façon d`aborder les mathématiques scolaires afin de mener les élèves à un apprentissage réflexif et significatif des mathématiques. Cherchant a vérifier, de manière pratique, comment ces relations entre histoire des mathématiques et l`enseignement des mathématiques peuvent se matérialiser sous la forme d`activités didactiques, nous avons effectué un sondage sur les oeuvres du mathématicien Joseph Louis Lagrange (1736-1813) et identifié le potentiel d`exploration éducatif, de l`oeuvre Leçons élémentaires sur les mathématiques données a l`École Normale en 1795, de cet mathématicien. L`objectif principal de notre étude était de faire des recherches sur le potentiel d`une oeuvre antique dédié à l`enseignement des mathématiques et de la considérer comme support conceptuel et didactique pour la création d`un modèle d`activités didactiques pour l`enseignement des mathématiques, dans la formation des enseignants de mathématiques et aussi en ce qui concerne l`apprentissage des mathématiques des élèves de l`école primaire. Nous avons fait une lecture, la traduction et l`ajout de notes et commentaires sur le travail et une recherche bibliographique sur la relation entre l`histoire des mathématiques et l`enseignement des mathématiques, de façon a comprendre les aspects conceptuels et didactiques pour l`élaboration d`um module activités didactiques pour l`enseignement des mathématiques basée sur certains chapitres du livre de Lagrange. À cette fin, l`oeuvre a été utilisé comme source primaire et a été étudié sous un fondement théorique appuyer sur les travaux des Institut de recherche sur l`enseignement des mathématiques IREM. Dans le module élaboré, les activités apportent les contenus dans une suite integrée à une logique de classe, à partir de la lecture directe des découpages du texte original, disposés entre les questions et les situations-problémes , historiquement mis en contexte avec la période et associés à des contenus spécifiques. Comme il s`agit d`une recherche basée sur l`exploitation de livres anciens, nous croyons que des modules d`activités basées sur des source primaires peuvent être utilisées comme un matériel pédagogique pour la formation des enseignants de mathématiques ainsi que pour les dernières années de l`école élémentaire, reformulées ou accrues d`autres questions telles l`intérêt de chaque enseignant qui l`utilise

Dificuldades de aprendizagem sobre conceitos de genética no ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O ensino de óptica no nível fundamental: uma proposta de ensino aprendizagem contextualizada para a oitava série

This dissertation presents the investigation and possible interference in the current teaching of physics, specially of optics, in the eighth grade/ ninth year / fourth cycle of junior high school. The context of the current science teaching is also presented. Besides, the following aspects are discussed: the preparation of the eighth grade teachers, their professional needs, the pedagogical practices and the theoreticmethodological difficulties faced by them. Another important issue in Science Teaching, which is also discussed in this dissertation, is the need for an efficient scientific literacy so that the citizen may express value judgment about Science and Technology issues. The data about the context were gathered from questionaires answered by the teachers. In value of this information, lesson plans were elaborated and implemented. The goal was to point out alternatives for the development of a teaching-learning evaluation which would be both pleasant for the teachers in relation to the implemented methodology, end meaningful for the students by adding elements such as: interdisciplinary approach, contextualization and preparation by competences. Furthermore it was carried out a deeper analysis of the Brazilian curriculum references (LDB, DCN, PCN, RCB) and content aspects (concepts, procedures e attitudes) to be executed by that branch of human knowledge, aiming at a really Contextualized Science Teaching, qualified and pleasant for the eighth grade level. It is also presented in this paper the profile or the Professional which teach this level at state public schools in Russas, state of Ceará, Vale do Jaguaribe Region. The efficacy of the lesson plans were also analysed by using evaluation procedures with the eighth grade students of the following schools: CAIC Senador Carlos Jereissati and EEF Manuel Matoso Filho, from which the concepts acquired during the implementation of the classes became evident in the students

Refletindo dificuldades de aprendizagem de alunos do ensino médio no estudo do equilíbrio químico

This research intends to identify the main conceptual mistakes committed by High School students when studying Chemical Equilibrium and also how the didactic books can influence in their formation. For the data - collecting we applied 150 questionnaires with 11 open questions e 4 restricted ones. Students from three different private schools in Natal-RN were used in this survey. The questionary about the book analysis tried to understand how the subject has been boarded, making it easier or not for the knowledge building. The books were chosen by being usually the most used ones at the chemistry classes in the schools in town. On the didactic book analysis we evaluated 12 items that tried to identify the clarity with which the books would bring up the subjects, the contextualization of the exercises, the analogies used, the amount and the quality of exercises, the connections between the subjects, and the retaken of important concepts. The questionary given to the students tried to get their knowledge about the concepts related to Chemical Equilibrium. The main mistakes found were: the definition of the state of equilibrium in a chemical reaction, the constant, the double headed arrow, confusions between mass and concentration, the representation of a microscopic reaction in equilibrium, partial pressure and total pressure, and the function of the catalyser. The results demonstrated a lot of insecurity or lack of knowledge about the subject when it was realized that there was a big number of blank questions and a considerable percentage of questions with conceptual errors. We concluded that those errors could be eased or even avoided if the didactic books and the teachers boarded the contents in a more conceptual form with the application of a largest number of good quality exercices, watching the building of definitions by the students, avoiding this way the formation of wrong concepts

Princípio da Indução Matemática no Ensino Médio

We developed this dissertation aiming its in the process of teaching and learning of the Principle of Mathematical Induction and we set our efforts so that the students of the first year of the high school can assimilate the content having the knowledge seen in the basic education as foreknowledge. With this, we seek to awake in the student the interest on proofs, showing how much it s needed in examples that involve contents that he is already seen

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended

Cenário da produção acadêmica em história da matemática no ensino de matemática: uma análise reflexiva das teses e dissertações (1990-2010)

This research aims to make a reflective analysis about the academic production originated in the stricto sensu post graduation programs in the country, produced in the period of 1990 to 2010, in the field of History of Mathematics, especifically on works about the History of Mathematics in Mathematics education and that present pedagogical proposals that make use of the History of Mathematics in order to teach Mathematics. Defending the thesis that the researches on mathematics education with goals turned to the use of didactic proposals related to the history of mathematic that take in consideration the coherency between epistemological aspects inherent to mathematics history and anthological elements materialized on the conceptions of mathematics and mathematics history and of apprenticeship (implicitly or explicitly exposed) may originate significant contribution to the field of history of mathematics on education. Among these, nine were Master’s Degree dissertations and five PHD’s theses. The reflective analysis was accomplished from two matrixes; one from theoretical nature and the other, ontologic nature, elaborated from the pretexts of Sanches Gamboa, about the epistemological analysis from academic production in the field of Mathematics Education and the following theoretical perspectives in the field of History of Mathematics Education, that are: linear evolutionary theory, structural construtivist operative, evolutionary discontinuous, historical and socialcultural investigation and the use of activities estimulating the usage of verbal and nonverbal expressions. These perspectives were based on the works of Miguel and Miorim, Mendes and Radford. As results, we have detected some established dissonances between the categories related to theoretical and ontologic levels and the pedagogical proposal presented in these researches. On the other hand, we have discovered works that are able to establish consonances between the theoretical and ontological elements and the presented pedagogical proposal. These works carry significative contributions to the field of History of Mathematics applied to Mathematics pedagogical practice, inclusively presenting significative theoretical elements to the production of knowledge recognized as scientific in the Mathematics field

Formação docente e conhecimento profissional: desafios para o ensino da matemática na EJA

As for the Education for Youth and Adult (EYA), the challenge of training these teachers is to provide tools to understand and act on the teaching of mathematics. It is realized just how special education in this modality and as such teaching is lacking in an adequate and solid training in the area of knowledge. One of the major problems affecting this type of education is the high dropout and failure rates, and lack of motivation among students. Thus the need to provide differentiated profile with a professional to teach youth and adults students, so that they are able to mobilize didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as a basis for school-developed teaching practice. This thesis aims to investigate how the math teacher, who acts in adult education from elementary school, has developed its didactic and pedagogical action, and that professional knowledge has been mobilized to teach? It has highlighted the importance of initial and continuing training and professionalization of teachers dedicated to this specific type of education, when teachers should be the protagonists of their professional development. The methodological approach was begun with a literature review, then the research was anchored mainly on the ideas by Gauthier, Nuñez and Ramalho (2004); Imbernon (2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000), D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and official documents of field of adult education here and abroad. That work leads us to the understanding of the present moment from a foray into historical and conceptual aspects, as well as educational policies of EYA, as well as training, professionalism, knowledge and skills necessary for professional practice. Then, the subjects and the locus of research and the instrument for data collection were set up and led by the object of study. To consolidate the study was selected a sample of 27 mathematics teachers, working in municipal EYA Network Teaching of Natal. This research is in an investigative nature, within the quantitative and qualitative approaches focused on the responses of study subjects from the content analysis by Bardin (1977). Results from the analyzes have revealed that the initial training of mathematics teachers of adult education needs to be reconfigured in order to formalize the knowledge base of professionals (the mathematical content, didactics and professional knowledge). Thus the study suggests that this base knowledge is embedded in the pedagogical practice of these teachers, so that there is a completion of the teaching and learning process for young people and adults. The study also has pointed out that there is a need for teachers to participate in a continuing education plan that prioritizes learning situations of mathematical content considering the previous knowledge of the students. The final analyses thus indicate that knowledge of mathematics and the didactic and pedagogical strategies to be mobilized by teachers must be able to motivate the students in such a way that they feel need to incorporate in their knowledge, mathematical knowledge capable of making them more likely to have access to social, economic and labor market

Correspondências científicas como uma relação didática entre história e ensino de matemática: o exemplo das cartas de Euler a uma princesa da Alemanha

Lettres àune Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres à une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.

Aprendizagem significativa: uma proposta de ensino e aprendizagem da geometria euclidiana espacial no ensino médio

This dissertation is a research based on the Meaningful Learning Theory, with students from the second year of High School, in the city named Capinzal do Norte, state of Maranhão. The pedagogic approach of this research focuses on what to do and how to do so students can better grasp knowledge inherent to the Euclidean Special Geometry in a more meaningful and changing way, also that information may be kept longer in their brain, so it can last longer in the present and future. The methodological strategy adopted was the research-action, followed by the constant observance of a researcher on the matter with the purpose to ensure consistent results, which come from the use of a variety of data collector instruments, such as: Concept Maps, manipulatives, educational softwares and application of evaluative tests, besides the observations made throughout the process of investigation and the diagnosis itself. It is all due to the fact that we rely on the premise that knowledge is assimilated in particular and idiosyncratic ways, which means each and every student learns in different ways and in different periods of time. That is why it is so important to develop diversified methodologies to the same subject. This research adds to the other ones related to the theoretical frameworks of the Meaningful Learning Theory, of Concept Maps, of the use of technology on the educational process and of manipulatives, which purpose is to connect their common dots. This pedagogical intervention also focuses on the construction of the educational orientations with applicability directly on class, directed specially by the Mathematics teacher of the basic education, who might use them during your teaching practice. Such guidelines established here as an educational product aim to follow the Theory's assumptions that serves as basis to this research, thus becoming an educational element with a relevant significance. The results, with which we are faced, proved overwhelming to the proposed objectives in terms of learning, which were evident in the construction of Conceptual Maps, as well as in the use of Concrete Materials, in addition to serving as a motivational element to participating students of research. The results obtained are indeed reliable in terms of learning, considered the expected goals, and made us certain that the way we have approached the subject is consistent with a holistic education and that at the same time values the tiniest details, which are fundamental to all the learning-teaching process.