O ensino do conceito de integral, em sala de aula, com recursos da história da matemática e da resolução de problemas

Pós-graduação em Educação Matemática - IGCE

Pavimentações do plano: um estudo com professores de matemática e arte

Pós-graduação em Educação Matemática - IGCE

Insucesso dos alunos em leitura/escrita: as pesquisas de Ferreiro eo construtivismo piagetiano poderiam ser apontados como causa

Pós-graduação em Educação - FFC

Uso do computador no processo de ensino e aprendizagem: norteadores teórico-metodológicos da prática de professores dos anos iniciais da rede municipal de São José do Rio Preto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise intertextual do conto “A volta do marido pródigo”, de Guimarães Rosa, com a parábola O filho pródigo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino universitário de Química em descompasso: dificuldades de futuros professores na construção do pensamento químico

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Dimensões teórico-metodológicas do cálculo diferencial e integral: perspectivas histórica e de ensino e aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desenvolvimento de um modelo educacional para a conservação de energia

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

O uso de blogs como tecnologia educacional narrativa para a forma/ação inicial docente

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

Proposta construtivista em questão: analise da experiencia brasileira no ensino da leitura e escrita

Years after the constructivism theory was adopted by “Parameters for National Syllabuses”, the results have pointed to a worse performance in teaching and learning with regards to reading and writing. This article presents the conclusions proceeding from investigation about the probable reasons for the student’s lack of success in reading and writing, and its relation to Emília Ferreiro’s constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in Ourinhos, SP State, in schools that had been awarded the best and the worst performance rating in the Prova Brasil-2005, with this objective: to know and analyze the teacher’s conceptions under their practices and their practices in the classes. The conclusion is: it is not possible to attribute the students’ lack of success in reading and writing; these studies showed that many teachers, most of them, have a non-constructivist concept of teaching and learning, it means that they do not apply Ferreiro’s researches.

A atividade da dança como possibilidade de inclusão social e desenvolvimento da função psicológica superior memória em crianças com Síndrome de Down

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

Jogos digitais no ensino de matemática: o desenvolvimento de um instrumento de apoio ao diagnóstico das concepções dos alunos sobre diferentes representações dos números

Pós-graduação em Educação para a Ciência - FC

Características da base de conhecimentos de professores no ensino de biologia celular a partir de um curso de formação continuada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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

Investigação orientada e formação inicial de professores de química: um estudo com base em uma proposta de elaboração de mini-cursos temáticos

The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning