The impact of daycare attendance on math test scores for a cohort of 4th graders in Brazil

We estimate the impact of having attended center-based daycare institutions during early childhood on Math test scores at the 4th grade of elementary school. Because enrollment in daycare centers may depend on unobservable character-istics of the family and the child, we build and estimate a structural model of endogeneous choice of school to deal with the selectivity problem. We nd that attendance to daycare institutions is associated with a gain of approximately 0,04 standard deviation in Math test scores. This result is important to the extent our OLS results as well as most of the studies for Brazil nd no e¤ect associated to daycare attendance, suggesting selectivity may play a role on this finding.

Informática como um recurso pedagógico nas escolas estaduais de Guaratinguetá: um retrato do ano de 2009

Due to great importance of information and communication technologies in education, this work presents a quest about conditions of Computer Laboratory of state schools at Guaratinguetá. Also we listen to the math teachers and to the school’s director what they have to say on this trend and what they have made for integrate those technologies in classroom

Atividades exploratório-investigativas em sala de aula de cálculo I com uso de tecnologia

This study presents the results from a qualitative resource, based on research-action methodology, which examined the innovate teaching practices implementations in the Calculus I during 2011 year. The analysis of collected data from three used sources – an initial questionnaire, an exploratory-investigative classroom, and an interview with some students at the end of the second semester – reveals that the students had appropriated of the technological recourses, using it as a tool to look for the knowledge. The investigative activities with the use of information technologies made the use of multiple representations in solving mathematical tasks, making the transition of numerical, algebraic and geometrical results possible for the students when they have looking for validation of their hypotheses and conjectures during mathematical problems solving. This works helped in the insertion of new practices in the discipline, and their results validate the proposal presented by the teacher, which is the discipline of Calculus use, whose character is strongly linked to the training content of the student, as a discipline whose can contributed to the pedagogical formation of the graduation student, leading him to know the Mathematical Education possibilities, specially the Mathematical Investigation - Solving Problems, in the outlook of dialogued classes where the teacher assumes the facilitator role and where the students become actives in their pursuit of knowledge

Contação de histórias e educação crítica: uma proposta didática

This proposal offers a possibility of approximation of mathematical knowledge at the prospect of Critical Education defended by researchers such as Ole Skovsmose and Paulo Freire. Using storytelling as a methodological resource is intended to develop an activity that allows students to think critically about real-life situations that have democratic questions as ground. The research is part of the branch of mathematics concerned with the education goals of teaching mathematics in basic education. We discuss the relevance of an educational process that enables the development of a democratic competence in the first years of primary education by showing students that their classroom can and should be seen as a community, where everyone has rights and duties. The interpretation and understanding of real situations can be something very complex and uninteresting for students of that age, looking for an attractive feature such as storytelling, which is based on the tendency of Reading and Writing in Mathematics, proposed by Nacarato and Lopes; Cardoso and Fonseca. Adopting a phenomenological attitude in the research seeks to understand if the storytelling can contribute to the formation of the critical student. Assuming this perspective has developed a didactic sequence from the story 'o que os olhos não vêem' from writer Ruth Rocha. The student's writing, favored by the proposed sequence, subsidizes the understanding of their thinking and acting on the democratic situations

A calculadora como ferramenta de aprendizagem

This paper talks about the importance of the calculator as an aid to student learning, being a powerful educational tool when used properly by the teachers. It‟s also exposed some issues related to the calculator to better understand concepts that help the student learning. As a last activity there is an applied research with Math Teachers at Ana Fausta de Moraes school in Guaratinguetá town, SP, in order to expose the reality about the use of the calculator as a teaching resource

O uso do material manipulativo Tangram e de jogos como estratégias de motivação para a aprendizagem de frações

In this research, we analyzed the use of manipulative materials and games as motivators tools that facilitate the comprehension of fractions content when presented to a class of students from the 9th grade from a public school in Guaratinguetá-SP city. The students are 14 and 17 years old. Initially we presented the benefits that could bring manipulative materials for teaching and learning with understanding, followed by historical accounts of the Tangram material. We show the advantages of the games, when properly used in activities classroom. The game titled Dominoes fractions using the Tangram was applied in order to check if students retook properly the fractions contents. This research was motivated students to participate in math classes and this motivation may have promoted the understanding of the contents worked

O processo de construção do conhecimento de medida numa abordagem fenomenológica

This research presents an investigation on the subject: Quantities and Measurements. The research is dedicated to this subject due to its importance in the school curriculum, and adopts the use of history of mathematics and investigative duties in a manner that will enable the production of knowledge by the student. Following a phenomenological orientation, we conducted field work in a public school in Guaratinguetá, with students from the 6 th grade. The analyze of data of the research, undertaken in accordance with the understanding of the texts FINI (1994), MACHADO (1994), BICUDO (1993, 2000, 2011), understanding how students construct knowledge measures. The data from field work were obtained from images recorded on video, the researcher's field diary and notes of the students. The descriptions of the data, transformed into text, had been detached the strechs most revealing for what it searchs to understand. The understood meaning through the analysis, indicates two categories: measure is to express values and measure is to compare quantities. When interpreting the open categories we understand that the student builds knowledge of measurement making comparisons

O caso dos quatro quatros como uma possibilidade pedagógica para o desenvolvimento de competências e habilidades matemáticas

The teaching and learning of mathematics through alternative methods make Mathematics more enjoyable, accessible and meaningful. Through teaching resource storytelling the student becomes the protagonist of the construction of their knowledge. With the use of books and writings of Malba Tahan is possible to work with mathematics, as a curriculum component, fostering the development of skills and Mathematics skills in students. Thus, this study aims to understand which skills and Mathematics skills can be developed with the storytelling of The Case of the Four Fours in Basic Education. Through the telling of this story, students develop the skills related to the block / shaft Numbers and Operations, present in official documents, and other skills and mathematics skills

Cálculo mental e a produção do conhecimento matemático

This text presents the research developed with students of the 5th year of elementary school at a public school in the city of Taubaté-SP, involved in solving problems involving the Mental Calculation. The read authors show that the Mental Calculation is relevant for the production of mathematical knowledge as it favors the autonomy of students, making it the most critical. Official documents that guide educational practices, such as the Parâmetros Curriculares Nacionais also emphasize that working with mental arithmetic should be encouraged as it has the potential to encourage the production of mathematical knowledge by the student. In this research work Completion of course the tasks proposed to students, who constituted the fieldwork to production data, were designed, developed and analyzed in a phenomenological approach. The intention, the research was to understand the perception of students in the face of situations that encourage them to implement appropriate technical and mental calculation procedures. We analyze how students express and realize the strategies for mental calculation in the search for solution to problem situations

A construção da ideia de número na educação infantil

This paper seeks to understand-the process by which the child in kindergarten builds the idea of number. Therefore we developed a qualitative study of phenomenological approach that involved field work in the classroom with children of four and five years. Starting from their real-world contexts, their experiences and using the natural language tasks are designed to help the student to go beyond the already known, analyzing how they thinks and what knowledge they bring their lived experience. By interference carried expanded mathematical ideas acquired. The analysis and interpretation of research data shows that the idea of number is built by children from all kinds of relationships created between objects and the world around them, and the more diverse are these experiences, the greater the understanding opportunities and development of mathematical skills and competencies. It showed also that, in kindergarten, children tread just a few ways to build the idea of number

Cálculo mental e a produção do conhecimento matemático

This text presents the research developed with students of the 5th year of elementary school at a public school in the city of Taubaté-SP, involved in solving problems involving the Mental Calculation. The read authors show that the Mental Calculation is relevant for the production of mathematical knowledge as it favors the autonomy of students, making it the most critical. Official documents that guide educational practices, such as the Parâmetros Curriculares Nacionais also emphasize that working with mental arithmetic should be encouraged as it has the potential to encourage the production of mathematical knowledge by the student. In this research work Completion of course the tasks proposed to students, who constituted the fieldwork to production data, were designed, developed and analyzed in a phenomenological approach. The intention, the research was to understand the perception of students in the face of situations that encourage them to implement appropriate technical and mental calculation procedures. We analyze how students express and realize the strategies for mental calculation in the search for solution to problem situations

A construção da ideia de número na educação infantil

This paper seeks to understand-the process by which the child in kindergarten builds the idea of number. Therefore we developed a qualitative study of phenomenological approach that involved field work in the classroom with children of four and five years. Starting from their real-world contexts, their experiences and using the natural language tasks are designed to help the student to go beyond the already known, analyzing how they thinks and what knowledge they bring their lived experience. By interference carried expanded mathematical ideas acquired. The analysis and interpretation of research data shows that the idea of number is built by children from all kinds of relationships created between objects and the world around them, and the more diverse are these experiences, the greater the understanding opportunities and development of mathematical skills and competencies. It showed also that, in kindergarten, children tread just a few ways to build the idea of number

Programa Etnomatemática: ponderações da prática pedagógica

The aim of this present work is investigating the interest and motivation for learning, awakened in pupils when the educator practice is guided by the ethnomathematics perspective. The main question is: Can an ethnomathematic approach awaken enthusiasm in pupils, causing it to become more critic and active in building their knowledge? The methodology that guides the investigation is qualitative, based on technical arising of the ethnographic case study. Theoretical contributions that support the investigation are from the scientific methodology and from ethnomathematics. The research material is composed by: researcher’s field diary, audio recording of participant observation, interviews reports of community residents and students parents, highlighting the material produced by students. This study was developed on an 8º year of high school of rural community. During the work were prioritized the ethnomathematics concepts of the Ethnomathematic Program, which establish a link exchange, where the lecturers inserts themselves on the reality of pupils in a way that promote an appreciation of their identity and a commitment to their learning. The educator investigates and values the ideas of pupils throughout dialogues. There are challenges for the application of education with ethno mathematic perspective, pointed out by authors, listed and supplemented in the research. In this context, it is believed that the socio-cultural knowledge must be respect, and as they are understood their specialties, capabilities and characteristics, this can guide teaching practice, making significant process for pupils, providing appropriation of scientific knowledge. Analysis of research practice indicated that students, research subjects, when they decided contextual issues, with their way of life, felt appreciated. The conclusion is that, with continuous action of contextualized of school mathematics, from the recognition of the environment and of cultural identity, the educator has the opportunity of review their own participant condition, and therefore promote an enthusiasm for learning. Because a motivated pupil becomes active, since that the all project is guided in a significant theme.

Professores em contexto formativo: um estudo do processo de mudanças de concepções sobre o ensino da matemática

El objetivo en esta tesis consistió en estudiar el proceso de los cambios de los conceptos de profesores de la educación infantil y de los años iníciales de la educación básica referente a la enseñanza de la matemática. La investigación se desenvolvió en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a través de la educación superior del instituto relacionado. El trabajo asocia el programa a él Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Formação e Profissionalização Docente coordinada de los doctores Betânia Leite Ramalho e Isauro Beltran Núñez. El referencial teórico-metodológico en quien si apoya el trabajo se inserta en la señal conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; Núñez y Gauthier (2003), Ponte (1998), Guimarães (1988), Ernest (1989). En esta investigación, los conceptos de los profesores habían sido estudiados en el contexto educativo de la formación del nivel superior, usándola reflexiva crítico práctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la información, para las intenciones de esta investigación, habían sido cosechados a través de los instrumentos siguientes: cuestionario, plan de la lección, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organización de los datos permitió a La inferencia de los conceptos, usando la técnica de la triangulación de datos. La investigación divulgó que los conceptos de los profesores, a través del proceso formativo, se habían desarrollado de una plataforma para otra, yéndose puesto que los modelos didácticos tradicionales para otros modelos dirigidos a una tendencia didáctica de espontaneísta/investigativa. La reflexión crítica era considerada como elemento catalítico de los cambios de los conceptos de los profesores en la educación de las matemáticas, sin embargo déjenos verifican que estos cambios son difíciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la dinámica y la naturaleza de las actividades se convirtió en el colaborativo de proceso formativo, entre otros. Como obstáculos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas prácticos de sus profesores de los colegas, del concepto linear, estático y de los mecánicos de los procesos para enseñar, el conocimiento profesional construído durante la formación inicial, alineación con los modelos didácticos de sus viejos profesores, entre otros

A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN