Aprender para ensinar: a reflexão na formação inicial de professores de física

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

TPACK (Conhecimento pedagógico de conteúdo tecnológico): relação com as diferentes gerações de professores de matemática

Pós-graduação em Educação para a Ciência - FC

Padrões fractais: contribuições ao processo de generalização de conteúdos matemáticos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação docente & Centro de Ciências: estudo sobre uma experiência de formação continuada de professores de química

Pós-graduação em Educação para a Ciência - FC

Uma análise da parte primeira da obra Sulla risoluzione delle equazioni algebriche, de Enrico Betti

Pós-graduação em Educação Matemática - IGCE

Rastros da formação matemática na prática profissional do professor de matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

No compartilhar das palavras: experiências de um professor de Geografia

Pós-graduação em Geografia - IGCE

HYGROSCOPIC PROPERTIES OF ORANGE PULP AND PEEL

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

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)

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

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

O ensino de história e geografia nos anos iniciais numa rede municipal de ensino: um estudo de caso

The present research aims to identify conceptions that teachers and students of the early years have in relation to the disciplines of history and geography. The site chosen for the survey was a municipal school in the city of Lençóis Paulista, in São Paulo. The work's theme was chosen after observing a minimization of the teaching of the contents of the above-mentioned disciplines at the expense of mathematical content and mother tongue. In addition, there were difficulties arising from the standardization of education , such as teaching network uses material apostilled . The survey data , together with literature review was conducted with students and teachers in the early years who participated in a semistructured interview . Authors like Callai (1999 and 2005), Cavalcanti (2005 and 1998) and Burke (1992) theoretically supports the research . They have in common a new conception of education that values the small deeds that result in major events. The student, in this view, plays an important role as a subject of social transformation. The research has favored both the analysis of the conceptions of teachers and students, assisting in reflection on teaching practices, but also led to reflect on the training of teachers. The research shows us that the type of material used and the practice adopted may impair the access of students to the language of nature and society

O professor que ensina matemática formado em ambientes virtuais de aprendizagem à distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construção de uma escala para avaliação da pro ciência em conteúdos matemáticos básicos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação matemática encena

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)