Aprendizagem cooperativa e colaborativa em matemática no espaço facebook

O programa de matemática do ensino básico revela que a escola exige uma formação sólida em Matemática para que os alunos, ao longo do seu percurso escolar, possam compreendê-la e utilizá-la, mas o façam igualmente depois da escolaridade, na sua vida pessoal, profissional e social. A investigação feita visa compreender como é que a Educação Matemática Crítica e a rede social Facebook potenciam a aprendizagem crítica da Matemática. A utilização mais frequente desta rede social, possibilita chegar a um maior fluxo de informação/publicidade. Sob a égide da Educação Matemática Crítica, com o objetivo de observar que alterações ocorriam na forma como os alunos aprendiam determinados conceitos matemáticos em situações rotineiras da nossa sociedade. Esta aprendizagem pode ocorrer cooperativamente e/ou colaborativamente conforme as atividades e os alunos que realizam o estudo. O estudo realizado foi de natureza qualitativa de caráter interpretativo. Os alunos realizaram três atividades. A primeira denominada “Atmosfera Terrestre” para introduzir o capítulo de intervalos de números reais e para os discentes se familiarizarem com as ferramentas do Facebook. As outras duas foram uma publicidade de uma empresa e uma notícia sobre as tabelas de IRS para o ano de 2013. Depois de concluído esse estudo, verificou-se que os alunos não tiveram qualquer problema ao nível do manuseamento das ferramentas proporcionadas pelo Facebook. Na atividade introdutória para o capítulo de intervalo de números reais, os alunos conseguiram transpor o que tinha sido discutido em espaço Facebook para a sala de aula, apresentando exemplos da referida atividade. Conseguiram retirar, através da matemática, conclusões e resultados muito pertinentes para uma melhor perceção do que estava implicitamente presente em cada uma das atividades. As conclusões evidenciadas pelos alunos aludem que após várias discussões, argumentos e mesmo algum cálculo matemático conseguiram observar e justificar criticamente que algumas informações estavam camufladas nas distintas atividades. Os alunos constaram que após estas atividades estão mais alertas para situações similares, o que constitui uma conquista do papel da Matemática na sua vida.

Atividades de natureza investigada no estudo de funções: uma experiência com estudantes de matemática aplicada às ciências sociais

ades de natureza investigativa contribuem para a aprendizagem matemática de alunos do ensino secundário. O estudo incidiu sobre uma turma do décimo primeiro ano de escolaridade do curso de línguas e humanidades. Foram trabalhadas três atividades no âmbito do capítulo Modelos Populacionais. Estas foram desenvolvidas com o auxílio de tecnologia, nomeadamente, calculadora gráfica e computador através da exploração do software Graph 4.4.2, no sentido de motivar os alunos e facilitar a compreensão dos conteúdos abordados. Tendo em conta que um dos objetivos deste estudo é analisar as atitudes reveladas pelos alunos aquando da realização das propostas, os dados obtidos são constituídos essencialmente por pormenores descritivos de tal forma que foi aplicada uma metodologia de natureza qualitativa através da observação participante. A utilização da tecnologia motivou os alunos, que se mostraram desde logo entusiasmados com a realização das atividades. Foi também visível, ao longo da realização das propostas, o desenvolv

A motivação dos alunos face à utilização de materiais manipuláveis na aula de matemática: um estudo realizado no 8º ano

O presente trabalho foi elaborado no âmbito do Mestrado em Ensino da Matemática no 3º Ciclo do Ensino Básico e Secundário, da Universidade da Madeira, no ano letivo de 2012/2013. Tem como objetivo analisar e refletir sobre o trabalho implementado nas duas turmas do 8º ano que me foram atribuídas, incidindo sobre a motivação dos alunos face à presença de outros materiais além do típico caderno de exercícios e do manual na aula de matemática. Deste modo, relatarei algumas aulas onde foram propostas atividades com recurso a materiais manipuláveis, jogos e computadores. Esta pesquisa foi realizada com base numa avaliação qualitativa que incidiu sobre a observação direta do trabalho desenvolvido pelos alunos, através dos registos escritos e de gravações de vídeo e áudio de algumas aulas, de forma a poder transmitir com maior exatidão a postura e o empenho dos alunos no decurso destas atividades.

O laboratório de ensino de matemática temático centrado nos instrumentos de navegação: uma proposta para o IFRN de Mossoró-RN

This work presents a proposal to build a Mathematics Teaching Laboratory (MTL) whose main theme is the study, construction and use of instruments for navigation and location of mathematical content in an interdisciplinary way approach, and develop a notebook of activities focused on navigational instruments. For this it was necessary a literature review to understand the different conceptions of MTL and its pedagogical implications. The methodology used was literature research, construction and handling of instruments, and pedagogical experimentation. Lorenzato (2006) highlights the importance of an environment and suitable for a professional who can do a good job instruments. The implementation of an LEM can find some obstacles. The lack of support from other teachers or the management, the lack of a suitable place to store the materials produced, the lack of time in the workload of the teacher to prepare the lab activity, etc. Even in unfavorable or adverse conditions, according Lorenzato (2006), its implementation will benefit teachers and students. The lack of teacher training in their initial and continuing education, to use materials, and the lack of manuals with lab activities are also mentioned as factors that keep teachers from MTL. With propóposito assist the teacher of elementary or middle school in building a theme MTL prepared and we are providing a notebook of activities that provides a didactic sequence involving History and Mathematics. The book consists of four accompanied by suggestions for teachers activities, however the teacher has full autonomy to adapt the activities to the reality of your school. Among the instruments of navigation presented in this study chose to build the quadrant due to its simplicity, low cost of material and great teaching potential that this instrument has. But a theme lab is always being built and rebuilt as it is a research environment

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

História da matemática e teatro nas aulas sobre Teorema de Tales: um script proposto

This study will present the results of an investigation of how the history of mathematics and theater can contribute to the construction of mathematical knowledge of students in the 9th year of elementary school, through the experience, preparation and execution of a play, beyond presentation of the script. This brings a historical approach, defining space and time of events, putting the reader and viewer to do the route in the biography of Thales of Miletus (624-546 a.C), creating situations that led to the study and discussion of the content related to the episode possible to measure the height of the pyramid Khufu and the Theorem of Thales. That said, the pedagogical proposal implemented in this work was based on theoretical and methodological assumptions of the History of Mathematics and Theatre, drawing upon authors such as Mendes (2006), Miguel (1993), Gutierre (2010), Desgrandes (2011), Cabral (2012). Regarding the methodological procedures used qualitative research because it responds to particular issues, analyzing and interpreting the data generated in the research field. As methodological tools we have used participant observation, the questionnaire given to the students, field diary and dissertativos texts produced by students. The processing and analysis of data collected through the questionnaires were organized, classified and quantified in tables and graphs for easy viewing, interpretation, understanding and analysis of data. Data analysis corroborated our hypothesis and contributed to improving the use and display of the play as a motivating activity in mathematics classrooms. Thus, we consider that the script developed, ie the educational product proposed will bring significant contributions to the teaching of Mathematics in Primary Education

Conteúdos de matemática do ensino médio com abordagem de raciocínio recursivo e questões do ENEM e OBMEP

In this work, we have the purpose of reminding the math teacher of High School the recursive process so that he/she can use this tool to introduce contents, using recursion as an alternative to the teaching of mathematics. For this, we used questions taken from the Exame Nacional do Ensino M´edio (ENEM) [National Examination of High School] and from the Olimp´ıada Brasileira de Matem´atica das Escolas P´ublicas (OBMEP) [Brazilian Mathematics Olympiad of Public Schools], in addition to present some contents of mathematics that are defined by recursion. In this dissertation, we also showed some activities that involved the recursive reasoning and were applied in a 3rd grade class of high school in a public school in Natal / RN.

Modelagem matemática e experimental da perda de injetividade em poços canhoneados

Water injection in oil reservoirs is a recovery technique widely used for oil recovery. However, the injected water contains suspended particles that can be trapped, causing formation damage and injectivity decline. In such cases, it is necessary to stimulate the damaged formation looking forward to restore the injectivity of the injection wells. Injectivity decline causes a major negative impact to the economy of oil production, which is why, it is important to foresee the injectivity behavior for a good waterflooding management project. Mathematical models for injectivity losses allow studying the effect of the injected water quality, also the well and formation characteristics. Therefore, a mathematical model of injectivity losses for perforated injection wells was developed. The scientific novelty of this work relates to the modeling and prediction of injectivity decline in perforated injection wells, considering deep filtration and the formation of external cake in spheroidal perforations. The classic modeling for deep filtration was rewritten using spheroidal coordinates. The solution to the concentration of suspended particles was obtained analytically and the concentration of the retained particles, which cause formation damage, was solved numerically. The acquisition of the solution to impedance assumed a constant injection rate and the modified Darcy´s Law, defined as being the inverse of the normalized injectivity by the inverse of the initial injectivity. Finally, classic linear flow injectivity tests were performed within Berea sandstone samples, and within perforated samples. The parameters of the model, filtration and formation damage coefficients, obtained from the data, were used to verify the proposed modeling. The simulations showed a good fit to the experimental data, it was observed that the ratio between the particle size and pore has a large influence on the behavior of injectivity decline.

A linguagem audiovisual do cinema como elemento integrador da arte e ciência na formação cultural dos professores de ciências e matemática

This work aims to study about the importance of cinema for cultural and professional training of teachers of Natural Sciences and Mathematics. The educational potential of cinema is emphasizing by different authors, which also reveal the teachers' training gap in this issue (media). In this study, we defend the audiovisual language of cinema as an integrating element of Arts and Science for cultural and professional training of teachers. This subject has been developed by different authors, in which the emphasis has been the importance of intelligent dialogue with the world. Specifically, the training of science teachers and mathematics, by the approach of Cinema in its formation, It envisions the possibility of minimizing the dichotomy between humanistic and scientific training, already much discussed by some researchers. Educational products contribute to an effective experience and reflection on the cultural and educational role of the Seventh Art. Considering the Cinema as a possible "bridge" between the two cultures (scientific culture and humanistic culture) and promoting ownership of audiovisual language in teacher training It was accomplished the I Exhibition - Cultural Spring: Cinema and Science Education in UFRN. The production of the booklet "Topics of History, Language and Art of Cinema for Science and Mathematics Teachers," and its application in a short course in the XXI National Symposium on Physics Teaching also aimed to contribute to the approximation of Science and Art in training teachers.

Explorando a matemática dentro da calculadora

This dissertation aims to suggest the teacher of high school mathematics a way of teaching logic to students. For this uses up a teaching sequence that explores the mathematical concepts that are involved in the operation of a calculator one of the greatest symbols of mathematics.

Explorando a matemática dentro da calculadora

This dissertation aims to suggest the teacher of high school mathematics a way of teaching logic to students. For this uses up a teaching sequence that explores the mathematical concepts that are involved in the operation of a calculator one of the greatest symbols of mathematics.

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.

Lousa digital no ensino de matemática

Using the digital whiteboard and its resources , classes become much more motivating and interesting than those that only require the chalk or whiteboard. In the face of still images , or moving, this technology has caused a broader interaction between the student, the content taught and the teacher bringing positive and significant changes to education. In this work, we discuss the technological evolution of education, new educational technologies, the digital blackboard and your pedagogical applications inmath classes and howthe teacher can mount it using resources available at the school and other relatively low cost. Finally, we will address the concept of homography and how it is applied in its operation.

História da matemática na formação de professores: sistemas de numeração antigos

This essay aims to present and describe a proposal of insertion of Mathematics History into teachers undergraduation. Such addition proposal is expected to take place as curricular component to be taught on initial undergraduation for mathematics teachers. The selection of contents for the proposal has been based on the national Curriculum Guidelines (DCN, 2001, acronym in portugueses) for bachelor’s degree in Mathematics; the National Curricular Guidelines for Elementary School (PCNEF, 1998, acronym in Portuguese); and the National Curricular Guidelines for High School (PCNEM, 1999, acronym in Portuguese). The curricular component now presented is supposed to take a 60 hour workload, and includes the following topics: History of Ancient Numbering Systems, History of Trigonometriy and History of fuctions. For the sake of exemplification, the topic History of Ancient Numbering Systems is discussed and analysed in detail as practice for the new curricular component.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberlândia who were part of the PEIC team. This present research intends to answer the following question: How the extension project “Information technology and communication on Mathematics problem resolution in country zone schools” has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Shön. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it’s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.