A modelagem matemática como alternativa de ensino e aprendizagem da geometria na educação de jovens e adultos

This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics

Geometria e simetria nas rendas de bilro: contribuições para matemática escolar

A tese tem como objetivo descrever e analisar características e princípios dos padrões das rendas de bilro de modo a estabelecer relações com a Matemática escolar, principalmente, no que se refere aos tópicos como Geometria, simetria, isometria, área, perímetro, entre outros. Desse modo, elaboramos atividades didáticas, com base na Matemática explorada nos padrões da criação da renda de bilro, visando concretizar um exercício investigatório nas aulas de Matemática, de modo que, sejam estabelecidas relações conceituais entre a prática investigada e os conteúdos da Matemática escolar. Para satisfazer esses objetivos, buscamos apoio metodológico na pesquisa bibliográfica, do tipo documental em catálogos como o da Professora Valdelice Girão (1984) e também o de Dawson (1984). Realizamos também a pesquisa empírica durante as visitas ao Museu do Ceará e ao Centro das Rendeiras na Prainha, em Aquiraz, no Ceará. Para realizar as atividades didáticas, apoiamo-nos em Mendes (2009). Consideramos relevante essa abordagem de ensino porque pressupõe a experiência direta do aprendiz com situações reais vivenciadas, nas quais a abordagem instrucional é centrada no aluno. Desse modo, concluímos que para o ensino de conteúdos como Geometria, simetria, isometria, relação entre perímetro e área, entre outros que são abordados na Educação Básica, os modelos decorrentes da criação renda de bilro e outros modelos já descritos na tradição cearense podem ser usados como artefato cultural na criação de atividades didáticas

A matemática sob a ótica do Tarô: Uma experiência com a educação de jovens e adultos

La recherche de la formation des citoyens critiques et participatifs, dans le travail pédagogique avec les jeunes et les adultes, a besoin d un entraînement pédagogique qui va au delà de l attitude traditionnelle d'apprendre avec des méthodes mécaniques et arbitraires qui, en insistant excessivement sur l image du professeur, donnent priorité à l'enseignement, au détriment de l apprentissage. Dans ce sens, la présente étude, cherchant la possibilité de réalisation d'un travail alternatif pour l'enseignement des Mathématiques, dans une perspective transdisciplinaire, dans le sens de développer l apprentissage significatif des étudiants jeunes et adultes du Projet Croire, présente les résultats d'une recherche-intervention qui a utilisé les lettres du tarot comme ressource didactique en salle de classe. On prétend, avec cela, montrer cet instrument comme facilité d apprentissage de contenus des Mathématiques comme systèmes de numération, nombres entiers et géométrie, en amenant les Mathématiques dans une perspective historique et culturelle et donnant un traitement global à l'acte complexe d'apprendre. Dans ce travail, le jeune étudiant et l étudiant adulte est pris comme individu concret, prenant en considération les aspects cognitifs et les aspects d attitude de son apprentissage, ce qui est favorisé par la nature des lettres du tarot et par la compréhension adoptée, des mathématiques comme système symbolique

Geometria e arirmética numa visão multicultural: uma experiência pedagógica

This paper aims to build a notebook of activities that can help the teacher of elementary school mathematics. Topics covered are arithmetic and geometry and the activities proposed here were developed aiming print them a multicultural character. We take as a base line developed by Claudia Zaslavsky multiculturalism and reflected in his books "Games and activities worldwide" and "More games and activities worldwide." We structure our work around four themes: the symbol of the Olympic Games, the pyramids of Egypt, the Russian abacus abacus and Chinese. The first two themes allow you to explore basic concepts of geometry while the latter two themes allow us to explore numerical notation and arithmetic operations

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.