A história oral como uma abordagem didático-pedagógica na disciplina política educacional brasileira de um curso de licenciatura em matemática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Percurso para a elaboração de um teste para avaliação da compreensão em língua italiana de (futuros) professores

Pós-graduação em Estudos Linguísticos - IBILCE

A educação matemática nos anos iniciais: análise de necessidades de formação profissional de docentes no contexto do SARESP

Pós-graduação em Educação para a Ciência - FC

Uma investigação sobre a utilização de materiais didáticos manipuláveis e a resolução de problemas no ensino e na aprendizagem de matemática dos anos iniciais do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Como Seria um Mundo sem Matemática? Hein?! Na tensão narrativa-verdade

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Indicadores de Avaliação de Programas de Pós-Graduação: um estudo comparativo na área da Matemática

The aim of this research is to analyze, in a comparative way, by category of grade, some indicators used by Coordination for the Improvement of Higher Education Personnel (CAPES) in evaluating the performance of Graduate Programs in Mathematics in Brazil, for the triennium 2007-2009, in order to contribute to understanding of the complex methodology involved in triennial evaluations of graduate programs. Based on the indicators present in the Comparative Worksheet of Triennial Assessment, Area Mathematics / Probability and Statistics, from 2007 to 2009, present at CAPES Portal, contingency tables were built for the 26 graduate programs in Mathematics, presenting each indicator and the program concepts. Overall, there was a trend of association of all indicators analyzed and the concept obtained, with older and larger programs with better grades in the assessment. Also, with the exception of journal articles Qualis B5, the article average per professor grows as grows the program grade.

Da prescrição curricular ao currículo como ação compartilhada: dilemas das tentativas de renovação dos programas de ensino de Matemática no estado de São Paulo pós-64

The present study is the result of joint actions between education, research and outreach that is focused on the training of educators and its implications for the renovation of teaching Mathematics. Its objective is to analyze the attempts to reorganize in mathematics curriculum implemented in the state of São Paulo in the post-64. It makes use of documentary analysis and interviews of teachers for reasons of discussion and conclusions. Situated in the theoretical and methodological context of collaborative research and historical-cultural theory. The research results which shows that mathematical activity is the centrality of the discussion about learning mathematics, which has consequences for the organization, of teaching programs. This is a genesis school thinking that motivates the students to the reconstruction of ideas and thinking a production process in the classroom that considers the conditions of the school, other than the conditions that governs the production of knowledge of mathematical science, which requires thinking about the formation of a teacher epistemologically curious.

Ensino de Ciências e os sistemas de avaliação em larga escala na educação básica: processos formativos e aprendizagens profissionais da docência

Pós-graduação em Educação para a Ciência - FC

Before dividing we have to add: inter-viewing the foregrounds of indigenous students

Students' cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students' foreground, that is, the students' perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students' foreground, we illuminate the different types of significance given to mathematics education in their particular situation.

O ensino de matemática: uma proposta para a aprendizagem dos números

The objective of this study is an analysis of the actions of teacherand students when inserted in the teaching-learning in mathematics classes in a class of third year of elementary school. A didactic proposal construction, was developed taking into account the history of the number as a human, considering its evolution through its conceptual nexus, so that the teaching-learning process would enable the construction of theoretical thought. This paper presents a brief study of teacher education, specifically early carrer, basing themselves in difficulties and knowledge of teaching practice and curriculum framework that guided the didactic proposal. Thus, not only students but also teachers are undergoing training. From the study for the preparation of didactic proposal, the proposal development process in teaching and learning skills and analysis of actions, it was possible to follow the movement of formation of a teacher-researcher in early carrer

Educação de jovens e adultos: a construção das operações aritméticas em matemática

Working with adult students who attend literacy rooms has been set a challenge for educators, especially with regard to issues of learning mathematics. This work of course completion intention was to investigate the process of construction of arithmetic operations in mathematics from the perspective of the students themselves. Thus specific objectives were to investigate how these students face simple operations that can do this automatically on a daily basis, but not always systematized in the classroom; how these students think and communicate their ideas to the mental operation of the paper record. To this end we chose a qualitative research approach with characteristics of case study, conducted in a room of Youth and Adult participants with three ladies. The data collection occurred through the application of a semi-structured, audio recorded and later transcribed, which issues the verbalization sought and a description of how to give students the learning process of some mathematical content. The results showed that students bring with them skills, cultures and values to the classroom and that these are the basis for understanding the content. The teacher of adult education must take into consideration everything that the student brings to the classroom, their experiences, their history and culture, thus questioning the real world, so they can understand math in a way closer to their daily lives

Uma análise fenomenológica do uso de jogos e materiais manipulativos no ensino de matemática

This work investigates the reasons that take teachers to use or not use manipulative materials in mathematics education as well as the knowledge that teachers of Basic Education schools of the city of Guaratingueta have about such resources. The experience in the classroom, while participating in projects, showed that these resources are important allies in knowledge production. However, we noticed that they are not often present in the teachers teaching practice. This leads us to investigate the relevance of such education resources from authors like Grando (2000) and Macedo (2012) and try to see the idea that math teachers have about their use. For this research we developed a questionnaire and we headed teachers to obtain data. Assuming a posture qualitative with phenomenological approach, organized researched data and interpreted following the procedures described by Bicudo (2011) and Machado (1994). We built three categories or regions of generality that lead us to consider that, for our research subjects, the use of manipulative materials is significant as Didactic Resources and Learning Aid, however, used from a Naïve Knowledge that does not involve reflection on practice or relies on theoretical concepts

O ensino dos conceitos de área e perímetro através da resolução de problemas

When I set out to attend degree in mathematics was because I believed that mathematics could be taught to students in a way closer to their daily lives, thereby making it a more attractive school discipline, gradually, eliminating its reputation of a difficult school subject. Then, during my observations in supervised, I realized that one of the greatest difficulties in mathematics was related with geometry, in which the concepts of area and perimeter were often confused. Using the methodological tool of problem solving, something to bring the concept to be developed and the cultural context in which the student is in, I developed some educational activities in which, using concrete materials, students were encouraged to construct their own knowledge about the concepts of area and perimeter. Moreover, such activities were designed to place the student as the center of attention in the classroom. The main objective of this work is to encourage and observe how this methodology, based on the solving problem process, can be used within the classroom, to better understand the concepts to be taught, always looking for improvement of the student learning

O uso das TIC nas aulas de matemática na perspectiva do professor

The objective of this research is to understand whether the mathematics lessons teachers use ICT and how they see their use. For this, we prepared a questionnaire with four questions for the subjects of our research, which are ex - students of Bachelor in Mathematics FEG / UNESP, in exercise of the profession. The questionnaire data were analyzed following the procedures of phenomenological research. This approach enabled us to draw up three open categories. The first Recourse to boost student learning and school, leads us to interpret that for the interviewees, ICT resources are leading students to do research making them responsible for their learning and providing them with conditions respond the issues raised by the teacher, which generates greater interactivity. The second, Possibility to use software related to mathematical content shows that the subject sees ICT as resources that allow the study of mathematical content, especially geometry and functions, so that student learning is leverage. The third, Obstacles to the use of technology in the classroom shows that even if the subjects recognize the importance of ICT use, they do not use it as often as they would like because of the difficulties that are related to infrastructure and didactic and pedagogical conditions