Mario Tourasse Teixeira: o homem, o educador, o matemático

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um estudo sobre a resolução de problemas e suas relações com a afetividade

This research aims at examining the relationship between the performance of elementary school students Cycle I in problem solving and attitudes toward mathematics. For this, a research was conducted at a state school in the city of Bauru which was selected for convenience. Participants were randomly selected consisting of 75 students, of whom 21 were third years and 57 were of three classes of fifth year. The instruments used for data collection were: a informative questionnaire to characterize the students in age, grade, favorite subjects and the least liked, among others, an attitude scale, Likert type, to examine the attitudes toward mathematics; a interviews with 11 selected students according to scores on the attitudes and mathematical problems to be solved through the method of thinking aloud. The results showed that the major difficulties encountered by students in solving problems were: to understand the problems, formalizing the reasoning, recognize in the problem the algorithms needed for its resolution, make calculations with decimal numbers, do combinatorics, using the sum of equal portions instead of multiplying, self-confidence and autonomy in what he was doing, and others; participants with positive attitudes towards mathematics showed greater confidence to solve problems as well as a greater understanding on what was required by them, but were not detected significant relation between the attitudes and performance, since it was unfavorable

Filmes na formação de futuros professores: educar o olhar

Neste artigo, trago parte de minha experiência como professora de futuros professores de Matemática quando ministrei a disciplina Didática, no ano de 2010. Socializo aqui algumas das práticas instituídas nesse contexto e que resgatam a potencialidade dos filmes e da escrita no processo formativo dos alunos. Problematizo a importância de assistir juntos a um filme, já que essa experiência estética possibilita promover o conhecimento, o sentimento e a ação. Trago a voz dos meus alunos, documentada nos registros semanais elaborados por eles, para dizer das marcas que os filmes deixaram no percurso formativo de cada um como futuros professores de Matemática. Ao resgatar essa prática, enfatizo a importância de educar o olhar na busca pela constituição de um professor comprometido com uma educação e uma sociedade mais justa e democrática.