O jogo de xadrez e a aprendizagem matemática: uma análise de possibilidades

The idea of this research is to analyze the possibilities of using chess as a nice alternative for motivating and teaching mathematics. The study was carried out in three steps, consisting of a literature review about the importance of games for education, followed by the importance that the game of chess has on the student's cognitive development and, finally, a qualitative analysis of data obtained by recording it. The data were taken from some activities performed in the 6th grade class of elementary education at a public school in the city of Roseira, state of São Paulo, in a team at the age 9 and 12 year-old students. The result of this research proved to be significant the use of chess game to teach math, we were able to verify that there was an easy assimilation of the subject, because when a student plays, he/she willdevelop skills in the game which becomes an incentive to study even more

Atividades com robótica educacional para as aulas de matemática do 6. ao 9. ano do ensino fundamental: utilização da metodologia LEGO® Zoom Education

Pós-graduação em Matemática - IBILCE

Funções convexas e desigualdades: uma abordagem no ensino médio

Pós-graduação em Matemática - IBILCE

A Disciplina história da matemática e a formação do professor de matematica: dados e circunstâncias de sua implantação na Universidade Estadual Paulista, campi de Rio Claro, São José do Rio Preto e Presidente Prudente

Pós-graduação em Educação Matemática - IGCE

Matematica e lingua materna: um estudo sobre utilização conjunta com atividades para o ensino fundamental

This work is a study and a repost on a possible way that can be worked together Mathematics and Native Language, presenting activities for the middle school, trying to make teaching more interesting, dynamic and playful. The work presents proposal for activities based on stories from the book “O Homem que calculava” by Malba Tahan, with questionnaires to be answered by the students and guidance for teachers on how to apply these activities in the classroom. Applications of these activities were carried out and this work also includes analysis and records of them

A importância do planejamento financeiro: uma abordagem de matematica financeira para o ensino médio com o uso do excell

The financial health of a family is one of the main generators of quality of life, and this is only possible through financial planning, which is nothing more than save and analyze before contracting debts. To do this, students must have notion of financial mathematics, especially of that used by the banks on overdraft interest, in investments and in the short-term and longterm loans, that is, compound interest, equivalent rates, depreciation and others. Starting from the knowledge of arithmetic and geometric progressions and, based on real situations which allow the application of the content learned, one intends to develop activities applied to high education. To start from real situations is one of the main lines of thought of the Problem Solving Methodology, in which the student is the active agent in the construction of his or her knowledge. As the National Curricular Parameters point out, the practice in the use of computers is essential for gaining a job. Therefore, this project proposes an activity where knowledge of Financial Mathematics can to be practiced, associated with the use of Microsoft Excel® spreadsheet

A ‘formação do professor’ e seus sentidos em 23 Anos do Bolema: 1985-2007

We present results of research aiming to identify and analyze the meanings of teacher education in papers published over 23 years of Bolema, from 1985 to 2007. Specifically, we analyzed what the authors of the articles understood as teacher education and how they approached it in their projects, research, and interventions. We found that teacher education is characterized: by means of the definition of teacher education, its objectives and functions; from what is expected of the teacher at the end of the education process; from the disciplinary and/or pedagogical contents proposed in courses; from the practical activities proposed; through suggestions of courses and their curricular structures; from reflections on its limitations and possibilities.

Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana

Peircean semiotic analysis is employed to examine the construction/representation of signs-thinking of 32 early elementary school students regarding the concept of length measurement. The work consisted of developing concepts of standard unit, reading and interpretation of measurement by instruments, so that the mathematical language presented in the concrete materials was being signified and re-signified as a tool for perception and representation of new concepts. The pedagogical triad Feeling-Perceiving, Relating-Concept (F-P/R/C) co-related with the dynamism of the semiosis process, defined by Charles Sanders Peirce (1839-1914) in his semiotic theory on the production of the sign (Object, Representamen and Interpretant), enabled the interpretation and analysis of the students' inferences in the phase of perception (feel, admire), induction (experience), and deduction (concept).

Um Ensaio Sobre História Oral e Educação Matemática: pontuando princípios e procedimentos

Recently, we can perceive an intensification of assignments developed into Mathematical Education with the use of oral history as a research methodology. In this article, facing the living experiences during the preparation of our Phd tasks and later, when we had the role of advisors of scientific papers and of Postgraduate students in their researches also using the same methodology, we discussed the implication of ethics, mathematical education and oral history. Furthermore, we enunciated possibilities of the posture of the researcher before interviews, texts and iconography - photos and several images-provided by collaborators of our projects on Oral history and Mathematical Education.

Contribuições da CADES para a Educação (Matemática) Secundária no Brasil: uma Descrição da Produção Bibliográfica (1953-1971)

The so called Campaign for the Improvement and Diffusion of High School (in Portuguese, CADES) took place between 1953 and 1971, in Brazil. During this period, the Campaign published or helped publish dozens of books, in different teaching areas, and several of them were located by the authors of this article. These books guided high school teachers with respect to curriculum planning, legal aspects and methods of teaching. In this article, we contextualize historically this Campaign and also mention its objectives. We briefly describe some of the books found - especially those related to the teaching of mathematics - in order to open perspectives for future approaches and research that can be done based on this written material. Our main aim is to discuss its orientations and to provide ingredients that enable the construction of considerations related to this perspective of training mathematics teachers during a period when there were few colleges and universities to prepare teachers in Brazil.

Avaliação de Interações entre Professor e Alunos na Educação Matemática: ensino e aprendizagem de recursos pedagógicos

The aim of this paper is to discuss the teachers' need, as autonomous professionals, to evaluate their own pratice. Considering that Descriptive Functional Analysis (DFA) may be a pedagogical method for analysis, implementation, and change of teachers' mathematics teaching practices, the objective of the present research was to teach repertoires compatible with DFA to two mathematics teachers in elementary schools of São Paulo state. When teachers are responsible for evaluation and self evaluation, they recognize themselves as fundamental agents of transformation in education.

Leisure time behaviors: Prevalence, correlates and associations with overweight in Brazilian adults. A cross-sectional analysis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Schur-SzegA composition of entire functions

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