A modelagem matemática como alternativa de ensino e aprendizagem da geometria na educação de jovens e adultos

This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics

Recorte dos produtos educacionais em história no ensino da matemática e em didática da matemática a partir das dissertações e teses defendidas no brasil entre 1990-2010

This work has the main purpose of conducting a survey of educational products present in dissertations and doctoral theses focused on the use of history in mathematics teaching and Didactics of mathematics with a French foundation produced in graduate programs in the strict sense of the Brazil between 1990 and 2010, the areas of Education, Mathematics Education, school of Natural Sciences and Mathematics and related areas, according to the research proposal of Mendes (2010). Our interest was to select the products that present concrete proposals for educational activities that can be used in the classroom of Basic Education and Training of Teachers of Mathematics. The research was implemented through a bibliographic study documents the Bank of dissertations and theses from CAPES, libraries and archives of some Postgraduate programs in the country who focus their studies on the subject object of this research, besides the Brazilian Digital Library Theses and Dissertations (BDBTD). From this survey we selected works that present educational products materialized in blocks of activities based on the use of teaching history of mathematics to the classroom as well as the sequence of activities based on the Teaching of Mathematics. In possession of material, produce a CD-ROM containing the selected activities, in order to help support the work of teachers regarding the use of these activities, as a supplementary material to textbooks in their math classes

Os artigos de Euler sobre os números amigáveis

Among the many methodological resources that the mathematics teacher can use in the classroom, we can cite the History of Mathematics which has contributed to the development of activities that promotes students curiosity about mathematics and its history. In this regard, the present dissertation aims to translate and analyze, mathematically and historically, the three works of Euler about amicable numbers that were writed during the Eighteenth century with the same title: De numeris amicabilibus. These works, despite being written in 1747 when Euler lived in Berlin, were published in different times and places. The first, published in 1747 in Nova Acta Eruditorum and which received the number E100 in the Eneström index, summarizes the historical context of amicable numbers, mentions the formula 2nxy & 2nz used by his precursors and presents a table containing thirty pairs of amicable numbers. The second work, E152, was published in 1750 in Opuscula varii argument. It is the result of a comprehensive review of Euler s research on amicable numbers which resulted in a catalog containing 61 pairs, a quantity which had never been achieved by any mathematician before Euler. Finally, the third work, E798, which was published in 1849 at the Opera postuma, was probably the first among the three works, to be written by Euler

Geometria e arirmética numa visão multicultural: uma experiência pedagógica

This paper aims to build a notebook of activities that can help the teacher of elementary school mathematics. Topics covered are arithmetic and geometry and the activities proposed here were developed aiming print them a multicultural character. We take as a base line developed by Claudia Zaslavsky multiculturalism and reflected in his books "Games and activities worldwide" and "More games and activities worldwide." We structure our work around four themes: the symbol of the Olympic Games, the pyramids of Egypt, the Russian abacus abacus and Chinese. The first two themes allow you to explore basic concepts of geometry while the latter two themes allow us to explore numerical notation and arithmetic operations

História da matemática na formação do professor: dificuldades e sugestões

This work is the result of a study that aimed to start scoring difficulties that the math teacher is trying to get a historical formation. Considering that the textbook is the material with which the teacher has more contact, start with reading historical texts present in these books. Choose a theme and choose from that we observed limitations ranging from the search for sources of research in relation to the actual historical content. There are many studies that show the importance of the history of mathematics in teacher education and also in the teaching and learning of mathematics. These works , in particular the work of Feliciano (2008 ) entitled : " The use of history of mathematics in the classroom " , along with the information , experiences and opinions given by Professor Anderson Luís de Azevedo Paulo , in some meetings , point to need for materials for teaching , since they show that recognizes the importance of this knowledge and the ability to use it in the classroom , but several factors have pushed aside , even the texts present in textbooks. From the analysis of some of the work and contributions of Professor Anderson Paulo we pointed out some of the factors that make historical texts being ignored by teachers and among them are characteristics in appearance and content in the text. To assist in the preparation of materials that meet the expectations of the teacher, we present a manual with suggestions and / or features to choose or produce a good text. These suggestions can make the history books more enjoyable and thus approach the teacher of historical knowledge and later encouraged to seek, in fact, a historical formation

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).

Formação de professores de matemática: um estudo sobre a influência da formação pedagógica prévia em um curso de licenciatura

O presente texto tem como objetivo discutir a influência da formação pedagógica prévia em um curso específico de Licenciatura em Matemática. Como instância prévia de formação este artigo considera o CEFAM, e o curso de Licenciatura em foco é o da Faculdade de Ciências da UNESP de Bauru. O enfoque metodológico é nitidamente qualitativo, tendo sido os procedimentos analíticos pautados no estudo de convergências e divergências detectadas nos discursos dos estudantes-depoentes.

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.

Avaliação de intervenção educativa sobre aleitamento materno dirigida a agentes comunitários de saúde

OBJETIVOS: avaliar ação educativa visando à capacitação de agentes comunitários de saúde em promoção e apoio ao aleitamento materno. MÉTODOS: estudo do processo e adequação de intervenção, com comparação de conhecimentos e práticas de 54 agentes, antes e dois meses após a ação. A intervenção, quatro oficinas teórico-práticas com oito horas cada, fundamentou-se em princípios da Educação Crítico-Reflexiva e em dois cursos de capacitação de equipes de maternidade. Os resultados foram expressos pelas diferenças dos escores médios de conhecimentos, práticas e total, adotando-se p<0,05 como nível crítico. RESULTADOS: houve aumento do escore médio de conhecimentos (21,0 para 26,6; p<0,001) e de escores de conhecimentos classificados como bons (37,0% para 88,8%, p<0,001). Não houve mudanças no escore de participação dos agentes em específicas ações de saúde, como grupos. O efeito da intervenção mais apontado pelos agentes foi sentir-se mais aceito e em melhores condições de participar da equipe multiprofissional em situações envolvendo cuidados com crianças. Mais da metade relatou melhora na qualidade e quantidade das orientações prestadas nas visitas domiciliarias. CONCLUSÕES: a intervenção tem efeitos positivos sobre conhecimentos e a prática dos agentes junto às famílias, mas não promove aumento da sua participação em específicas ações de saúde.

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended