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

A matemática no ciberespaço: um olhar fenomenológico para a expressão dos sujeitos

With the implementation of new technologies on the world stage of communication, Internet access has become increasingly numerous. Being sought by this means all kinds of information, from knowledge to entertainment. This paper intends to report the experience in two communities of the Internet, particularly in the social network Orkut, entitled I Hate Mathematics and I Love Mathematics, whose members are students, teachers and people who want to express how they feel about mathematics. The goal is to understand what took the members of these communities to hate or love Mathematics, clarifying the nature of the network Orkut and its contribution to mathematics education. For the analysis of data from field work, we use the phenomenological approach. The procedures followed by such approach allowed us to build four open categories: Research and Background, revealing that the research activities allow students to develop strategies, develop creativity and shows that what is learned in classroom is not just an accumulation of knowledge; Teacher's Role shows that it is necessary that the teacher understands the meaning of being a teacher and worry about being a student; Acquisition Technique, it is necessary that students be able to understand what is done and how it is done, and Sense of What is Done, to do is not directly linked to comprehend. The interpretation of these categories helped us understand the investigated giving us source to analyze how Information and Communication Technologies (ICT) can help the teacher understand the student's relationship with Mathematics

Matemática e Arte: interdisciplinaridade

The objective of this study is to perform a theoretical study of the possible relationship between mathematics and art. For some people, the association between these fields of knowledge may simply seem absurd, possibly because they do not know what is in common between an area considered rigorous, rational, objective, and a more emotional, intuitive, subjective. In this context, interdisciplinarity has an important role, in proposing the contextual integration between the subject content, such as projective geometry and the renaissance. Are also presented as examples of this union, the technique of Moses and the geometric patterns of indigenous crafts, as well as the work of artist Maurits Cornelis Escher, a legitimate representative of the relationship between art and mathematics

Estudo da dispersão pós-alimentar em larvas de moscas-varejeiras via autômatos celulares

In this paper, a computational analysis, using a cellular automata model, has been developed to analyze post-feeding dispersal behavior of blow y larvae. This model aimed to: simulate the exponential decline of pupal number in relation to the feed source and spatial oscillation due to larval interaction during dispersal; study whether the prior pupal presence in uences distribution patterns of larval frequency; and compare obtained unidirectional dispersal patterns to the cross-dimensional ones. The cellular automata (CA) model was able to successfully reproduce the essential features of the larval dispersal process and, thus, show the importance of local interaction in the studied dispersal process dynamics. Oscillations could be explained by the interaction among dispersing larvae and intrinsic pupation time. The box size and the initial larval density were important factors for the experiment because they in uenced the results. Results showed that the unidirectional dispersal could be used to simulate the larval dispersion that occurs in the natural environment, because both models had a similar result. These results are important to understand how di erent factors can in uence the dynamics of blow y larval dispersal, bringing important results for behavioral ecology and forensic entomology

A utilização de sólidos geométricos com alunos do ensino fundamental

This research analyzed if the interactions between teacher and student, and among students, with the use of manipulative materials in the Mathematics teaching in a middle school class and provided the comprehension of the subjects worked. The analysis of the results was based in Vygotsky’s socio-historical theory, that prioritizes the interactions in learning-teaching process. The results of this research showed that these interactions mediated by the use of such materials provide the student with the motivation needed to take part in the math classes as an active actor in his development process, as well as understanding the concepts

Etnomatematica: psicologia aplicada à educação matemática

Investigations in ethnomathematics show that there are several cultural forms of mathematics, mathematics different dominant. Currently, most research in ethnomathematics aim an ethnographic study of anthropological or cultural groups. However, there is a strong need for studies in ethnomathematics is to target the pedagogical action, involving the teachinglearning practices. So the big challenge for researchers in ethnomathematics is the development of study and teaching practices in line with the objectives philosophicaltheoretical Program Ethnomathematics

Análise de uma avaliação diagnóstica de matemática: de uma escola estadual de Rio Claro

A pesquisa consiste na análise de uma avaliação diagnóstica aplicada em escolas estaduais do Estado de São Paulo no ano de 2012, essa avaliação é concedida pelo próprio Estado, porém essa análise se restringe em apenas uma escola com cinco salas de sétimos anos, totalizando cerca de cento e trinta alunos. O objetivo é examinar as provas de matemática e através dos resultados verificarem se as habilidades e competências dos alunos estão de acordo com o nível esperado para o ano em que se encontram, para realizar essa análise será feito a tabulação dos resultados que será apresentado em forma de banco de dados e tabelas, e também será realizada a análise descritiva. Também será falado quando e o porquê surgiu esse sistema de avaliação e as mudanças que teve ao longo do tempo

Um estudo sobre a implementaçã odo programa etnomatemática no contexto escolar

This research aims to present the Ethnomathematics Program, created by D'Ambrosio (1984), as a proposal for the teaching of mathematics, making it contextualized, meaningful and a program able to form critical and creative citizens, capable of transform reality. By presenting from Ethnomathematics perspective the conception of the activities, scholar curriculum and current evaluation system, a possibility of innovation on nowadays education system is opened, a system that is characterized by D'Ambrosio as obsolete. For the implementation of this proposal, a change on the teacher's attitude appears as necessary, a new attitude that makes active interferences during the learning process, and uses previous knowledge acquired by the student throughout their experiences as a starting point on teaching process. The approach between Ethnomathematics perspective and Mathematics Program provides a better opportunity for the students to construct mathematical knowledge. It is important to emphasize that the Ethnomathematics is as an interdisciplinary as a transdisciplinary program, which means that the Program is not restricted just for education and development of mathematics

Aprendizagem dos alunos de 5º ano do ensino fundamental em aritmética e suas dificuldades na resolução de problemas com estrutura multiplicativa

The topic in this work involving the resolution of problems with structure multiplicativa emerged from discussions carried out on the difficulties encountered by students of the first cycle of the Fundamental School in Mathematics, mainly in respect of the arithmetic. The research had as objective to investigate the main difficulties presented by these students when they are faced with a task for a resolution of problems with multiplicativa structure. Were participants, in the first stage of the study, 20 students of the fifth year of the Fundamental School of a state school of public education of the State of Sao Paulo. These students have an assessment containing ten problems with structure multiplicativa answered a questionnaire regarding of mathematics. In the second stage, were selected two students to participate in the think aloud. The data analysis showed that the difficulties presented by the participants were: 1- difficulty to read and interpret the set of problems; 2- select the operation correct; 3- to operate correctly; 4 – Trouble writing

Contribuições da leitura e escrita para a aprendizagem da matemática com textos de diferentes contextos

This work aims describe, through a phenomenological approach to qualitative research, which are the contributions of reading and writing of texts from different contexts for learning mathematics. For this purpose, we developed activities involving reading, writing and math in classes in the 6th grade of elementary school to a state school Guaratinguetá. These activities constituted the research data as part of the fieldwork. We analyzed the data following the procedures of this phenomenological research which they are described by Bicudo (1994, 2000, 2011), Fini (1994) and Machado (1994). We base our study on reading, writing and mathematics in Nacarato (2009), Lopes (2009), Smole (2000) and Fonseca (2005), among others. In the analysis, we seek to clarify how meaningful situations of different contexts, helping to develop skills in reading, writing and interpretation of the student, which in turn help the students at understanding mathematics. After the analysis of data, we named the two open categories: Difficulty of Expression and Communication Facilities. The interpretation of categories allows us to understand that there is, by individuals, a communicative intention that is expressed in the texts

O ensino da lógica na educação básica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of São Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

Uma proposta para utilização do computador no processo de ensino e aprendizagem dos primeiros números do sistema hindu-arábico

The aim of this work is presenting the development and the results of a research, which focus of interest has been the making of softwares that could help the process of teaching and learning of the hindu-arabic numerals system, on children in the alphabetical stage. Since the most important presupposes to this work are the development of the number concept according to Jean Piaget (1986-1980) and the reality of the classroom, then three different moments have been fixed: the creation of a beginning scheme of computer activities; the aplication of these activities on children in the alphabetical stage; and, finally, an analysis of the limits and possibilities of these activities while an environment cause of actions that would benefit the process of teaching and learning of the mentioned content. Finally, based on the anlysis of the results obtained, the next step was fixing a more consistant set of computer activities, which makes up a proposal to the use of computer in the process of teaching and learning of the first hindu-arabic numbers

Espaço, território e paisagem: uma leitura teóricometodológica da Geografia Agrária brasileira na pós-graduação a partir dos anos 1970

The aim of this study was to propose a reading of theoretical and methodological geography of Brazilian agriculture in Post-Graduate Studies in Geography (PPGE's) from the Southeast, from the 1970s, trying to present a discussion of the analysis categories (space, territory, landscape, region and place) that has been unleashed over the meetings of Agrarian Geography (ENGA's) and in three meetings of the Research Groups of Agrarian Geography (2005, 2006, 2007). So, we started with the hypothesis that the relativization of scientific concepts may impair development of spatial concepts only. To accomplish our objective we carried out a survey of dissertations and theses supported in the period 1970 to 2009, in Post-Graduate in Geography and UFU UFMG (Minas Gerais), UFRJ, UFF and UERJ (Rio de Janeiro) and USP, UNESP / Rio Claro, UNESP / Presidente Prudente (Sao Paulo). The evaluation dealt with the quantitative and drew a profile of Agrarian Geography. Qualitatively, further analysis, crossing information, contextualizing the themes and especially evaluating the theoretical set referenced in the works, an indication of the possible paths followed by this branch of the Brazilian Geography for which it is observed that the references to the categories space and, more specifically the organization of space, was prioritized in the 1980s and the territory as a reference work after 1990.

As temáticas de pesquisa da geografia agrária nas dissertações e teses dos programas de pós-graduação em geografia na região sudeste

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Da letargia ao realento: notas sobre o ensino de graduação em administração pública no Brasil no entremeio da crise do Estado e da redemocratização no país (1983-94)

Considering the meantime of Brazilian crisis of State and redemocratization, this article looks for a description and analysis of the facts and circumstances that marked the undergraduate education of Brazilian public administration during this period, considered by the authors as one of the cycles (or stages of construction) of academic education. Methodologically, this article makes a review of academic and non-academic works which deal directly and indirectly the PA themes, including revisiting the sources and analyzing the existing laws and opinions about the undergraduate education in public administration in a continuum of time between 1983-94, through a semi-structured interview with academics who have experienced such period. Regarding the results, this article observes that the period between 1983-94, unlike the first cycle (1952-65) and second cycle (1966-82), when the academic background in public administration had an identity - adherent to the conception (and project) of State and the contours (and production) in the public administration field of knowledge - having the Ebap/FGV a model case, was a problematic stage of construction, reflecting the crisis of State in the 80's years and also the paradigmatic crisis (or discontinuity) in public administration field of knowledge in Brazil during this time.