A competência leitora e suas relações com processos de ensino e aprendizagem da matemática

Pós-graduação em Docência para a Educação Básica - FC

Gestar: formação de professores em serviço e a abordagem da geometri

This present article aims to present some results of a PhD research in which intended to answer the following investigation question: In which extent a Program of Teacher Education in service in the early years of elementary school, GESTAR, contributed to the development of positive attitudes about Geometry? The participants were twelve teachers from two schools in the State of Mato Grosso. The instruments for data collection were a range of attitudes towards Geometry (EARG) developed and experimented by Viana and Brito (2004). The results showed a meaningful change in Geometry of the data pre and post-experiment.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Confidence

In this action research study I focused on my eighth grade pre-algebra students’ abilities to attack problems with enthusiasm and self confidence whether they completely understand the concepts or not. I wanted to teach them specific strategies and introduce and use precise vocabulary as a part of the problem solving process in hopes that I would see students’ confidence improve as they worked with mathematics. I used non-routine problems and concept-related open-ended problems to teach and model problem solving strategies. I introduced and practiced communication with specific and precise vocabulary with the goal of increasing student confidence and lowering student anxiety when they were faced with mathematics problem solving. I discovered that although students were working more willingly on problem solving and more inclined to attempt word problems using the strategies introduced in class, they were still reluctant to use specific vocabulary as they communicated to solve problems. As a result of this research, my style of teaching problem solving will evolve so that I focus more specifically on strategies and use precise vocabulary. I will spend more time introducing strategies and necessary vocabulary at the beginning of the year and continue to focus on strategies and process in order to lower my students’ anxiety and thus increase their self confidence when it comes to doing mathematics, especially problem solving.

Math Anxiety: What can teachers do to help their students over come the feeling?

In this action research study of my classroom of 7th and 8th grade mathematics, I investigated how math anxiety relates to the student work and behavior in the classroom, and how this can affect the student’s overall relationship to mathematics. I discovered that the harder the work, the more math anxiety was displayed. The harder I pushed students to think more deeply, the fewer responses to my questions I received. I noticed difference in the students’ body language and overall behavior. As a result of this research, I plan to help my students try to overcome the feeling of math anxiety and try to teach them different methods to use when they are feeling anxious. The methods that I plan to use hopefully will help the students when they are feeling anxiety and help the students to understand the math being taught and how to apply the math they learn to everyday life.

Increasing Teacher Involvement with Other Teachers Through Reflective Interaction

In this action research study of a district’s mathematics teachers, the researcher investigated how teachers interact with other teachers in their building and throughout the district. The researcher wanted to know how deeply teachers thought about teaching mathematics, and if they use other teachers in the district as a resource to help with unknown math problems. The researcher discovered that some teachers are willing to interact with others, but would like to have time supplied to them during the school year’s staff development meetings. The teachers involved were able to observe each other teaching and take valuable strategies back to their own classrooms. As a result of this research, the researcher would like to see this study continued next year during staff development time. The support of the district and staff development are key to the success of this study.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Modelling Mathematical Reasoning in Physics Education

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

Reconceptualising professional development in early childhood education. A study on teachers' professionalism carried out in Bologna province.

The research undertaken for this doctoral thesis explores the issue of teachers professionalism within pre-school institutions. The issue of early childhood professionalism has become increasingly important in the academic debate over the last decade as it is documented by a growing body of research published on the topic both nationally (Contini & Manini, 2007; Bondioli & Ferrari, 2004) and internationally (Peeters, 2008; Urban & Dalli, 2008; Urban, 2010). The study presented in this thesis aims at investigating teachers’ conceptualisations of professionalism by focusing on their understandings of educational work. The idea standing at the core of this research is that exploring the concept of professionalism from a ground-up perspective could lead to important reflections for a re-conceptualisation of professional development as a space for change directed from within institutions. The study is framed within a broadly sociological concern that inform the data analysis by contextualising the issue of early childhood professionalism in the contemporary socio-political arena. The research involves sixty teachers operating in state, municipal and private pre-school institutions located in Bologna province that took part to focus groups and interviews. The empirical materials, consisting of oral and written statements, are interpreted through phenomenographical analysis that gives account of how features of professionalism vary across the different institutional settings in which they are played out. This thesis, written in English and informed by an European research background, offers a contribution to the furthering of systemic approaches to the investigation of early childhood education professionalism in the context of the national and international academic debate.

Workflow Patterns for Service Oriented Computing in JOLIE

Il presente lavoro di tesi ha come punto focale la descrizione, la verifica e la dimostrazione della realizzabilità dei Workflow Patterns di Gestione del Flusso(Control-Flow) e Risorse (Resource) definiti da parte della Workflow Pattern Initiative (WPI)in JOLIE, un innovativo linguaggio di programmazione orientato ai servizi nato nell'ambito del Service Oriented Computing. Il Service Oriented Computing (SOC) è un nuovo modo di pensare la programmazione di applicazioni distribuite, i cui concetti fondamentali sono i servizi e la composizione. L’approccio SOC definisce la possibilità di costruire un’applicazione in funzione dei servizi che ne realizzano il comportamento tramite una loro composizione, definita secondo un particolare flusso di lavoro. Allo scopo di fornire la necessaria conoscenza per capire la teoria, le meccaniche e i costrutti di JOLIE utilizzati per la realizzazione dei pattern, il seguente lavoro di tesi è stato diviso in quattro parti, corrispondenti ad altrettanti capitoli. Nel primo capitolo viene riportata una descrizione generale del SOC e della Business Process Automation (BPA), che costituisce l’ambiente in cui il SOC è inserito. Per questo viene fatta una disamina della storia informatica sui sistemi distribuiti, fino ad arrivare ai sistemi odierni, presentando in seguito il contesto del BPA e delle innovazioni derivanti dalle sue macro-componenti, di cui il SOC fa parte. Continuando la descrizione dell’approccio Service Oriented, ne vengono presentati i requisiti (pre-condizioni) e si cerca di dare una definizione precisa del termine “servizio”, fino all'enunciazione dei principi SOC declinati nell’ottica delle Service Oriented Architectures, presentando in ultimo i metodi di composizione dei servizi, tramite orchestrazione e coreografia. L’ultima sezione del capitolo prende in considerazione il SOC in un’ottica prettamente industriale e ne evidenzia i punti strategici. Il secondo capitolo è incentrato sulla descrizione di JOLIE, gli aspetti fondamentali dell’approccio orientato ai servizi, che ne caratterizzano profondamente la definizione concettuale (SOCK), e la teoria della composizione dei servizi. Il capitolo non si pone come una descrizione esaustiva di tutte le funzionalità del linguaggio, ma considera soprattutto i concetti teorici, le strutture di dati, gli operatori e i costrutti di JOLIE utilizzati per la dimostrazione della realizzabilità dei Workflow Pattern del capitolo successivo. Il terzo capitolo, più lungo e centrale rispetto agli altri, riguarda la realizzazione dei workflow pattern in JOLIE. All'inizio del capitolo viene fornita una descrizione delle caratteristiche del WPI e dei Workflow Pattern in generale. In seguito, nelle due macro-sezioni relative ai Control-Flow e Resource pattern vengono esposte alcune nozioni riguardanti le metodologie di definizione dei pattern (e.g. la teoria sulla definizione delle Colored Petri Nets) e le convezioni adottate dal WPI, per passare in seguito al vero e proprio lavoro (sperimentale) di tesi riguardo la descrizione dei pattern, l’analisi sulla loro realizzabilità in JOLIE, insieme ad un codice di esempio che esemplifica quanto affermato dall'analisi. Come sommario delle conclusioni raggiunte sui pattern, alla fine di ognuna delle due sezioni definite in precedenza, è presente una scheda di valutazione che, con lo stesso metodo utilizzato e definito dalla WPI, permette di avere una rappresentazione generale della realizzabilità dei pattern in JOLIE. Il quarto capitolo riguarda gli esiti tratti dal lavoro di tesi, riportando un confronto tra le realizzazioni dei pattern in JOLIE e le valutazioni del WPI rispetto agli altri linguaggi da loro considerati e valutati. Sulla base di quanto ottenuto nel terzo capitolo vengono definite le conclusioni del lavoro portato avanti sui pattern e viene delineato un’eventuale scenario riguardante il proseguimento dell’opera concernente la validazione ed il completamento della studio. In ultimo vengono tratte alcune conclusioni sia riguardo JOLIE, nel contesto evolutivo del linguaggio e soprattutto del progetto open-source che è alla sua base, sia sul SOC, considerato nell’ambito del BPA e del suo attuale ambito di sviluppo dinamico.

La traduzione automatica e i language service provider: il caso di CTI

La presente tesi nasce da un tirocinio avanzato svolto presso l’azienda CTI (Communication Trend Italia) di Milano. Gli obiettivi dello stage erano la verifica della possibilità di inserire gli strumenti automatici nel flusso di lavoro dell’azienda e l'individuazione delle tipologie testuali e delle combinazioni linguistiche a cui essi sono applicabili. Il presente elaborato si propone di partire da un’analisi teorica dei vari aspetti legati all’utilizzo della TA, per poi descriverne l’applicazione pratica nei procedimenti che hanno portato alla creazione dei sistemi custom. Il capitolo 1 offre una panoramica teorica sul mondo della machine translation, che porta a delineare la modalità di utilizzo della TA ad oggi più diffusa: quella in cui la traduzione fornita dal sistema viene modificata tramite post-editing oppure il testo di partenza viene ritoccato attraverso il pre-editing per eliminare gli elementi più ostici. Nel capitolo 2, partendo da una panoramica relativa ai principali software di traduzione automatica in uso, si arriva alla descrizione di Microsoft Translator Hub, lo strumento scelto per lo sviluppo dei sistemi custom di CTI. Nel successivo passaggio, l’attenzione si concentra sull’ottenimento di sistemi customizzati. Un ampio approfondimento è dedicato ai metodi per reperire ed utilizzare le risorse. In seguito viene descritto il percorso che ha portato alla creazione e allo sviluppo dei due sistemi Bilanci IT_EN e Atto Costitutivo IT_EN in Microsoft Translator Hub. Infine, nel quarto ed ultimo capitolo gli output che i due sistemi forniscono vengono rivisti per individuarne le caratteristiche e analizzati tramite alcuni tool di valutazione automatica. Grazie alle informazioni raccolte vengono poi formulate alcune previsioni sul futuro uso dei sistemi presso l’azienda CTI.

Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational career in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38 preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.

Teaching and aligning upper level mathematics classes to Michigan high school content expectations in an alternative education setting : approaches and issues

After teaching regular education secondary mathematics for seven years, I accepted a position in an alternative education high school. Over the next four years, the State of Michigan adopted new graduation requirements phasing in a mandate for all students to complete Geometry and Algebra 2 courses. Since many of my students were already struggling in Algebra 1, getting them through Geometry and Algebra 2 seemed like a daunting task. To better instruct my students, I wanted to know how other teachers in similar situations were addressing the new High School Content Expectations (HSCEs) in upper level mathematics. This study examines how thoroughly alternative education teachers in Michigan are addressing the HSCEs in their courses, what approaches they have found most effective, and what issues are preventing teachers and schools from successfully implementing the HSCEs. Twenty-six alternative high school educators completed an online survey that included a variety of questions regarding school characteristics, curriculum alignment, implementation approaches and issues. Follow-up phone interviews were conducted with four of these participants. The survey responses were used to categorize schools as successful, unsuccessful, and neutral schools in terms of meeting the HSCEs. Responses from schools in each category were compared to identify common approaches and issues among them and to identify significant differences between school groups. Data analysis showed that successful schools taught more of the HSCEs through a variety of instructional approaches, with an emphasis on varying the ways students learned the material. Individualized instruction was frequently mentioned by successful schools and was strikingly absent from unsuccessful school responses. The main obstacle to successful implementation of the HSCEs identified in the study was gaps in student knowledge. This caused pace of instruction to also be a significant issue. School representatives were fairly united against the belief that the Algebra 2 graduation requirement was appropriate for all alternative education students. Possible implications of these findings are discussed.

Overcommitment but not effort-reward imbalance relates to stress-induced coagulation changes in teachers

BACKGROUND: Stress-related hypercoagulability might link job stress with atherosclerosis. PURPOSE: This paper aims to study whether overcommitment, effort-reward imbalance, and the overcommitment by effort-reward imbalance interaction relate to an exaggerated procoagulant stress response. METHODS: We assessed job stress in 52 healthy teachers (49 +/- 8 years, 63% women) at study entry and, after a mean follow-up of 21 +/- 4 months, when they underwent an acute psychosocial stressor and had coagulation measures determined in plasma. In order to increase the reliability of job stress measures, entry and follow-up scores of overcommitment and of effort-reward imbalance were added up to total scores. RESULTS: During recovery from stress, elevated overcommitment correlated with D-dimer increase and with smaller fibrinogen decrease. In contrast, overcommitment was not associated with coagulation changes from pre-stress to immediately post-stress. Effort-reward imbalance and the interaction between overcommitment and effort-reward imbalance did not correlate with stress-induced changes in coagulation measures. CONCLUSIONS: Overcommitment predicted acute stress-induced hypercoagulability, particularly during the recovery period.