Formação continuada de professores de matemática em contexto de reforma curricular: contribuições da teoria da ação comunicativa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O nexo geometria fractal - produção da ciência contemporânea tomado como núcleo do currículo de matemática do ensino básico

Pós-graduação em Educação Matemática - IGCE

A interiorização dos cursos de matemática no estado de São Paulo: um exame da década de 1960

Pós-graduação em Educação Matemática - IGCE

Uso da calculadora nas aulas de Matemática: possibilidades e percepção de licenciandos e professores

The objective of this work is to analyze teaching situations with the use of calculator inside classroom aiming to understand its function and potential to the learning of Mathematics. A survey was carried out about the students and teachers’ conceptions concerning the use of calculator as an auxiliary tool in the learning of Math . The first part of the research is based by means of official documents (Parâmetros Curriculares Nacionais (PCN) , Proposta Curricular do Estado de São Paulo, Guia do Programa Nacional do Livro Didático (PNLD)) , researches and other publications , characterizing by a bibliographic study. The survey with the participants— Math students and teachers acting in public or private schools of São Paulo state— was done through a questionnaire and interviews . The results show that most part of interviewed people are in favor of the use of calculator in the classroom . However , a big part of this number still consider it only as a tool to speed calculations with high numbers or decimals . It was verified that teachers who have recently graduated and have taught for a short period of time accept and comprehend the role of calculator more easily in some activities and consider it as an useful and auxiliary tool to the students’ learning

Mudanças nos livros didáticos do aluno e do professor: o 1º ano das séries iniciais e o movimento da matemática moderna

Este trabalho visa explorar o ensino da matemática por meio da análise de livros didáticos do aluno e do professor entre as décadas de 1960 e 1980, focando o 1º ano do ensino primário, atual fundamental I. Iniciamos por uma revisão bibliográfica sobre o contexto histórico, desde a introdução do livro na sociedade até a utilização do mesmo para o ensino na área da matemática. A pesquisa tentará retratar brevemente, a história da educação e da educação matemática no Brasil, as diferentes concepções de ensino da época em questão, ou seja, entre as décadas de 1960 e 1980, onde houve o ápice e o declínio do Movimento da Matemática Moderna. Por fim, este trabalho buscará explorar de maneira panorâmica, se ocorreram mudanças nos conteúdos no ensino da matemática por meio da análise de livros didáticos do aluno e do professor no 1º ano das séries iniciais e relatar quais foram essas mudanças. Utilizar-se-á como metodologia a análise de livros didáticos como um objeto pertencente à história cultural, com um enfoque na análise sócio-histórica, na análise formal ou discursiva e, finalmente, interpretação/ reinterpretação.

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

Dificuldades e/ou problemas de aprendizagem: concepções e práticas docentes

It is known that some children fail to learn in school and among them are those that present difficulties and / or learning problems. At this difficulty and / or problems are attributed to various causes neurological problems, environmental or both. The areas most likely to be affected are: reading, writing and mathematics. This situation happens frequently in the daily life of schools and teachers should be prepared to work with diversity and enable the development of all, this includes having this particular part of the school population has a significant learning and an appropriate social relationship. It is therefore aim of this study, to investigate the conceptions of teachers in relation to the theme and possible practices of those in public elementary schools in Bauru city, a medium-sized city in the state of Sao Paulo, with those children who can not learn. Because it is a fact that often occurs in schools, it is necessary to investigate how teachers are working with these students since the school should ensure quality education for all and pedagogical efficiency. To obtain the data we used a questionnaire with multiple choice and essay questions, this tool was applied to a municipal school. It was noted that there is confusion between the terms learning difficulties and problems which affect the performance of teachers with these students and the working conditions of educators hinder their practices

Algumas interseções entre projetos e modelagem no contexto da Educação Matemática

In this article we present a theoretical study on possible intersections between MathematicalModeling and Projects regarding mathematics classes. Thus, we report a brief historical perspectiveon the use of Projects within the educational context. We also present a variety of conceptionsand meanings of the words Projects and Modeling. We found that, regarding the conception ofModeling assumed, there are intersections with the elements that form the idea of Projects. Theliterature then shows that essential aspects for the development of a Project are present when oneworks with Modeling. At this intersection, Modeling Projects can be elaborated.

Uma viagem pela educação nas cercanias da década de 1980: a implantação da proposta curricular de matemática no estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Registrar oralidades, analisar narrativas: sobre pressupostos da História Oral em Educação Matemática

The discussion about some features of the general framework which allows the use of Oral History in Mathematics Education is the main theme of this paper. Also the conception about what Oral History is, its theoretical baskgrounds, some of its purposes and the range of its results to Math Education research community are considered, as well the link between such method and the narratives, focusing what narratives are and how narratives can be analysed. A brief description of specific themes and researches developed in such approach, in Brazil, ends this article.

Cartografias contemporâneas: mapa e mapeamento como metáforas para a pesquisa sobre a formação de professores de Matemática

This essay sketches some principles according to which a research project called “Mapping of math teacher education and practice in Brazil” is been conducted by a group of researchers with the objective of understanding the way policies related to teacher education and practice are effectively implemented in different regions of the country. The main objective of this article is, therefore, to discuss the pressupositions of this project, its foundation, the basic beliefs in which it is rooted. In order to emphasize such principles, some remarks on theorization, methodology, teacher education, narratives and on the concept of mobilization/apropriation are done. The essay is based on a metaphor built on cartographical practices.

Futuros Matemáticos e suas concepções sobre o conhecimento matemático e seu ensino

Taking referential theoretical conceptions of mathematical knowledge present in some of the main mathematics philosophical currents and considering that the teacher´s practice is influenced by his conception of mathematical knowledge, this research aims to understand the conceptions of mathematical knowledge and its teaching and learning teaching of future mathematicians. It follows a qualitative approach (case study) in which the data were collected by semi-structured interviews and document analysis. This investigation has pointed out that Mathematics together with Mathematics Teaching (or part of this: on the didactic and pedagogical knowledge of how to teach) could be important to formation of the future mathematician, who will probably teach in a college or university.

Concepções de alunos do ensino médio sobre o tema água: subsídios para o planejamento de atividades investigativas interdisciplinares

Meaningful learning occurs when new knowledge to be aggregated are grounded in other students already possess. In preparing didactic sequences for teaching concepts, one should take into account these concepts and knowledge to produce more effective and lasting learning, and build new concepts that will become subsumes for subsequent learning. This research was developed in a subproject linked to institutional Scholarship Program Initiation to Teaching (PIBID) of a Universidade Estadual Paulista. The proposal is based on the articulation of the Public School and the University, strengthening the initial training of undergraduates, and continued teacher network, improving the quality of education. The proposed work is based on interdisciplinary research and teaching by investigation. Undergraduates in Biology, Physics, Mathematics and Chemistry jointly propose interdisciplinary teaching activities and investigative applied to high school students of Public School partner. To survey the views of these students on the theme Water, they were asked to draw up an essay entitled "The importance of water", with the aim of organizing information for planning a teaching strategy that articulates the disciplines of training of undergraduates. In this paper we present a qualitative analysis of these essays, performed based on content analysis. The analysis allowed to identify existing concepts in students' cognitive structure and classify them into adequate and inadequate compared to scientifically accepted concepts. Several misconceptions were raised indicating the need to produce didactic sequences that in addition to working the concepts presented in the curriculum of disciplines take into consideration the possibility of more meaningful learning. This research produced the elucidation of existing concepts, indicating where deficiencies were larger. One major contribution was the realization that concepts that may be considered by teachers as simple and already acquired by the students often come so misguided in their explanations. From the results obtained, integrated activities have been planned and implemented, and more relevant to the needs of students aiming to recover and enrich the knowledge they possessed, encouraging the use of scientific concepts and their application to daily living situations.

Movimentos que permeiam o devir professor de matemática de alguns licenciandos

Pós-graduação em Educação Matemática - IGCE

Padrões nutricionais para lavouras arrozeiras irrigadas por inundação pelos métodos da CDN chance matemática

Para o arroz irrigado, poucos trabalhos utilizam métodos de diagnose foliar desenvolvidos para as condições locais de clima, solo ou cultivares. O objetivo deste trabalho foi avaliar os métodos da Diagnose da Composição Nutricional e da Chance Matemática na definição dos padrões nutricionais de lavouras arrozeiras do Estado do Rio Grande do Sul. Resultados de produtividade de grãos e teores foliares de N, P, K, Ca, Mg, S, B, Cu, Fe, Mn, Zn e Mo de 356 lavouras arrozeiras cultivadas sob sistema de irrigação por inundação foram utilizados para a determinação das faixas de suficiência calculadas pelo método da Chance Matemática. As faixas de suficiência foram comparadas com valores críticos propostos pela literatura e com o intervalo de confiança do teor médio dos nutrientes em lavouras consideradas nutricionalmente equilibradas, identificadas pelo método Diagnose da Composição Nutricional. Observou-se pouca concordância entre os valores das faixas de suficiência indicados pelos métodos da Chance Matemática e da Diagnose da Composição Nutricional e os respectivos valores indicados na literatura. A faixa de teores foliares adequados, consistentes com maior produtividade média das lavouras arrozeiras, foi indicada ser de 23 a 28 g kg-1 para N; 11 a 14 g kg-1 para K; 1,4 a 2,0 g kg-1 para S; 6 a 12 mg kg-1 para B; e 70 a 200 mg kg-1 para Fe. Para os teores foliares de P, Ca, Mg, B, Cu, Mn e Zn e Mo nenhuma das faixas adequadas testadas indicou capacidade para distinguir as lavouras arrozeiras quanto à produtividade média.