O laboratório de ensino de matemática temático centrado nos instrumentos de navegação: uma proposta para o IFRN de Mossoró-RN

This work presents a proposal to build a Mathematics Teaching Laboratory (MTL) whose main theme is the study, construction and use of instruments for navigation and location of mathematical content in an interdisciplinary way approach, and develop a notebook of activities focused on navigational instruments. For this it was necessary a literature review to understand the different conceptions of MTL and its pedagogical implications. The methodology used was literature research, construction and handling of instruments, and pedagogical experimentation. Lorenzato (2006) highlights the importance of an environment and suitable for a professional who can do a good job instruments. The implementation of an LEM can find some obstacles. The lack of support from other teachers or the management, the lack of a suitable place to store the materials produced, the lack of time in the workload of the teacher to prepare the lab activity, etc. Even in unfavorable or adverse conditions, according Lorenzato (2006), its implementation will benefit teachers and students. The lack of teacher training in their initial and continuing education, to use materials, and the lack of manuals with lab activities are also mentioned as factors that keep teachers from MTL. With propóposito assist the teacher of elementary or middle school in building a theme MTL prepared and we are providing a notebook of activities that provides a didactic sequence involving History and Mathematics. The book consists of four accompanied by suggestions for teachers activities, however the teacher has full autonomy to adapt the activities to the reality of your school. Among the instruments of navigation presented in this study chose to build the quadrant due to its simplicity, low cost of material and great teaching potential that this instrument has. But a theme lab is always being built and rebuilt as it is a research environment

Uso pedagógico do ábaco romano para ensino do algoritmo de multiplicação

This dissertation describes the construction of a alternative didactic incorporating a historical approach with the use of the Roman abacus for teaching multiplication to students of 2nd year of elementary school, through activities ranging from the representation of numbers to multiplying with the Roman abacus, for learning the multiplication algorithm. Qualitative research was used as a methodological approach since the research object fits the goals of this research mode. Concerning the procedures, the research can be seen as a teaching experiment developed within the school environment. The instruments used for data collection were: observation, logbook, questionnaires, interviews and document analysis. The processing and analysis of data collected through the activities were classified and quantified in tables for easy viewing, interpretation, understanding, analysis of data and then transposed to charts. The analysis confirmed the research objectives and contributed to indicate the pedagogical use of the Roman abacus for teaching multiplication algorithm through several activities. Thus, it can be considered that this educational product will have important contributions for the teaching of this mathematical content, in Basic Education, particularly regarding to the multiplication process

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Elaboração de uma unidade de ensino potencialmente significativa em Química para abordar a temática água

The evidence of the water theme in news reports is configured as an important topic of interest to contextualize, problematize and/or generate meaning in the midst of discussion of a content from different levels of education and/or disciplines of basic education. The possibilities to use this theme in classroom is also highlighted in Brazilian official documents that guide the practice of teachers of all Brazilian curricular components of this educational level. So, the theme water can be used as subsidy to teach chemistry, since contextualises the teaching of this discipline aiding in the discussion of different chemical concepts. In this perspective, the meaningful learning theory, developed by David Ausubel, has constructivist nature and says that an individual learns significantly when he can relate new information with a specific knowledge structure that integrates the prior knowledge of its structure. In this sense, the use of water as a theme for the approach prior knowledge of chemical concepts has already been characterized as an important topic that can give meaning to the content of education in chemistry. In this dissertation, a teaching unit potentially significant (TUPS) is presented based on meaningful learning theory of David Ausubel approaching the theme water. approaching the theme water. The unit was used in a class of thirty-five students of the 2nd year of high school, a public school in the city of Extremoz-RN, metropolitan region of Natal / RN. Through it was possible to discuss an issue of interest to students of the school to address the chemical contents, such as solutions, physicochemical aspects and stages of water treatment. At first, an initial questionnaire was used to identify the students' previous ideas on the topic under study to the concept of chemical solutions. It was subsequently developed and implemented a series of activities based on students' ideas. To subsidize the sequence, it was prepared four booklets that worked the content of chemical solutions, contextualizing the theme water. The results of this work showed that the alternative conceptions that students have about concepts related to the chemical solutions are similar to the ideas of other students presented in the literature and that the development of the TUPS, allied to the contextualization strategy with the theme water, not only motivated the students for the teaching of chemical content, as yet provided the learning of chemical concepts not in isolation, but making a connection between their ideas and experiences with scientific knowledge. To this, beyond of dialogued lectures, were also used strategies as experimental activities, problem solving, group discussions and construction of concept maps. The final evaluation of the unit was conducted by a questionnaire based on the Likert scale, answered individually by students, who approved the unit as conducive to teaching and learning of chemistry process

Um estudo sobre o ensino de evaporação no contexto ciência, tecnologia e sociedade

The scope of this Dissertation is propose the teaching of the evaporation based on the approach Science, Technology and Society (STS) because we believe that this type of approach is able to provide students with a more critical and conscious learning about science. Moreover, with this search, it´s possible to show for students the importance of role to play for them as citizens in decision making aimed to benefit all who are part of the community to which they belong. From this perspective, broached the theme evaporation in a region characterized by constant lack of water for consumption, the municipality of Santa Cruz/RN because, despite the creation of dams to regulate the flow of rivers and increase the availability of water during periods of scarcity, we know that these reservoirs have a large free liquid surface allowing high water loss by evaporation. Thus, evaporation affects the performance of reservoirs for water supply and irrigation, being a phenomenon of particular interest to study. To this end, a questionnaire in order to identify students' preconceptions on the subject was applied. Was then prepared and conducted a workshop geared toward students majoring in Physics Campus Santa Cruz, Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). The completion of the workshop served as a space for discussion of the topic within the context of the municipality of Santa Cruz/RN. As a product, we suggest to physics teachers a guide with recommendations to be taken into account when they teach this subject

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.

O jogo dos discos: o uso da experimentação como suporte para o ensino da probabilidade

In this paper we propose a class for introducing the probability teaching using the game discs which is based on the concept of geometric probability and which is supposed to determine the probability of a disc randomly thrown does not intercept the lines of a gridded surface. The problem was posed to a group of 3nd year of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - Jo~ao C^amara. Therefore, the students were supposed to build a grid board in which the success percentage of the players had been previously de ned for them. Once the grid board was built, the students should check whether that theoretically predetermined percentage corresponded to reality obtained through experimentation. The results and attitude of the students in further classes suggested greater involvement of them with discipline, making the environment conducive for learning.

O jogo dos discos: o uso da experimentação como suporte para o ensino da probabilidade

In this paper we propose a class for introducing the probability teaching using the game discs which is based on the concept of geometric probability and which is supposed to determine the probability of a disc randomly thrown does not intercept the lines of a gridded surface. The problem was posed to a group of 3nd year of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - Jo~ao C^amara. Therefore, the students were supposed to build a grid board in which the success percentage of the players had been previously de ned for them. Once the grid board was built, the students should check whether that theoretically predetermined percentage corresponded to reality obtained through experimentation. The results and attitude of the students in further classes suggested greater involvement of them with discipline, making the environment conducive for learning.

Sequências de Fibonacci e a Razão Áurea - aplicações no ensino básico

This thesis aims to present a study of the Fibonacci sequence, initiated from a simple problem of rabbits breeding and the Golden Ratio, which originated from a geometrical construction, for applications in basic education. The main idea of the thesis is to present historical records of the occurrence of these concepts in nature and science and their influence on social, cultural and scientific environments. Also, it will be presented the identification and the characterization of the basic properties of these concepts and howthe connection between them occurs,and mainly, their intriguing consequences. It is also shown some activities emphasizing geometric constructions, links to other mathematics areas, curiosities related to these concepts and the analysis of questions present in vestibular (SAT-Scholastic Aptitude Test) and Enem(national high school Exam) in order to show the importance of these themes in basic education, constituting an excellent opportunity to awaken the students to new points of view in the field of science and life, from the presented subject and to promote new ways of thinking mathematics as a transformative science of society.

A Compreensão da idéia do número racional e suas operações na EJA: uma forma de inclusão em sala de aula

The awareness of the difficulty which pupils, in general have in understanding the concept and operations with Rational numbers, it made to develop this study which searches to collaborate for such understanding. Our intuition was to do with that the pupils of the Education of Young and Adults, with difficulty in understanding the Rational numbers, feel included in the learning-teaching process of mathematics. It deals with a classroom research in a qualitative approach with analysis of the activities resolved for a group of pupils in classroom of a municipal school of Natal. For us elaborate such activities we accomplished the survey difficulties and obstacles that the pupils experience, when inserted in the learning-teaching process of the Rational numbers. The results indicate that the sequence of activities applied in classroom collaborated so that the pupils to overcome some impediments in the learning of this numbers

Contribuições da investigação em sala de aula para uma aprendizagem das secções cônicas com significado

In this work, the didactical possibilities of investigation use in classroom, through an experience with high school students from Federal Center of Technological Education of Paraíba, as well as the study of conic sections were analysed. In order to fulfill our goals the theoretical conceptions concerning the meaninful learning in conection with the investigation of mathematics history were taken into account. The classroom research occurred by means of activities which encouraged the learner to investigate his own concepts on the conic sections. The results of the proposed activities showed the effectiveness and the efficiency of such a methodology as regards the making up of the required knowledge. They also reveal that the investigation in the classroom guides the ones involved, in this process, to have a wider look at the origins, the methods used and the several representations presented by mathematics that certainly lead, specially the students, to a meaninful learning

Investigação histórica na formação de professores de matemática: um estudo centrado no conceito de função

In this study we analyzed the development of a teaching experience, involving students with a bachelor s degree in mathematics from UFRN, based on the history of mathematics and mathematical investigations with the aim of contributing to the improvement of the teaching-learning of mathematics. The historical investigation tasks were planned and applied in the classroom, focusing on functional thought. The results obtained during the experience were described and evaluated based on authors who support the assumption of investigation and history as an alternative to the learning of mathematics. We emphasize that the material of analysis consisted of a work diary, audio recordings, questionnaires with testimony of the students involved, and, in addition, the assessment of the teacher of that subject. With regard to the mathematical content, the study was restricted to the concept of function, forms of representation and notation. It was evident that students showed great improvement with regard to the necessary formalization of the mathematical contents which were focused on, and to the active involvement of the students at different stages of the study. We can affirm that the completed study certainly represents significant contributions to an approach in the teaching-learning of functional thought

O uso pedagógico de uma seqüência didática para a aquisição de algumas idéias relacionadas ao conceito de números complexos

The aim of the present work is to contribute to the teaching-learning process in Mathematics through an alternative which tries to motivate the student so that he/she will learn the basic concepts of Complex Numbers and realize that they are not pointless. Therefore, this work s general objective is to construct a didactic sequence which contains structured activities that intends to build up, in each student s thought, the concept of Complex Numbers. The didactic sequence is initially based on a review of the main historical aspects which begot the construction of those numbers. Based on these aspects, and the theories of Richard Skemp, was elaborated a sequence of structured activities linked with Maths history, having the solution of quadratic equations as a main starting point. This should make learning more accessible, because this concept permeates the students previous work and, thus, they should be more familiar with it. The methodological intervention began with the application of that sequence of activities with grade students in public schools who did not yet know the concept of Complex Numbers. It was performed in three phases: a draft study, a draft study II and the final study. Each phase was applied in a different institution, where the classes were randomly divided into groups and each group would discuss and write down the concepts they had developed about Complex Numbers. We also use of another instrument of analysis which consisted of a recorded interview of a semi-structured type, trying to find out the ways the students thought in order to construct their own concepts, i.e. the solutions of the previous activity. Their ideas about Complex Numbers were categorized according to their similarities and then analyzed. The results of the analysis show that the concepts constructed by the students were pertinent and that they complemented each other this supports the conclusion that the use of structured activities is an efficient alternative for the teaching of mathematics