Uma proposta para o ensino das esta����es do ano com base em um referencial topoc��ntrico

Studies carried out in several countries have confirmed the students��� difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people��s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel��s meaningful learning theory (2003) and in Moreira��s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jer��nimo Arantes, in Uberl��ndia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun��s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Horta escolar: temas geradores e os momentos pedag��gicos no ensino de ci��ncias

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

Forma����o inicial do professor de matemática com uso de tecnologias da informa����o e comunica����o no contexto da escola p��blica

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 Extens��o UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberl��ndia-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 Uberl��ndia 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 Sh��n. 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.

Transposi����o did��tica da intera����o do laser com sistmas biol��gicos no ensino m��dio: uma proposta de guia did��tico para professores

In this dissertation was elaborated an interdisciplinary didactic sequence for the development of Physical concepts involved in the interaction of laser radiation with biological matter in order to make a relation between Physics and other fields of knowledge aiming to enlarge the contextualization of scientific knowledge. The objective was to develop an educational product which theme is ���Laser���s Interaction with Biological Tissues���. In this work, basic physical concepts related to laser radiation were presented, its interaction with matter and applicability in the student's daily life, with emphasis on Public Health. The inclusion of the subject in schools was effected through didactic transposition as theoretical foundation and the three pedagogical moments as teaching support. The development of the project involved discussions of scientific knowledge applied in society���s daily life. In the product's design the didactic sequence was projected and the use of varied teaching resources has been proposed, such as videos, texts, experiments, simulators and de Software ���Tracker���. The construction of paradidactic material was performed considering different stages of equal importance for a teacher's reflection process. The work prioritizes the alternative conceptions of student, transforming him in a direct agent of the construction of knowledge and this aspect is based on the profile of the Student's Material. Another important point is the evaluation's proposal, this was systematized to be done class after class through building texts, essay questions, presentation of papers, among others activities. The didactic sequence guides the introduction of relevant topics of the students and society���s daily life, the ideas are not closed and in many times the teacher make changes which deem relevant to the teaching for better development of their practice.

Educa����o matemática cr��tica na sala de aula: contributo na forma����o de jovens interventivos com a matemática

Os n��veis de insucesso na disciplina de matemática nas nossas escolas associados �� falta de motiva����o manifestada por muitos alunos por esta disciplina t��m vindo a preocupar todos os intervenientes no processo educativo, que se empenham na busca incans��vel de novas metodologias que visem combater esta problem��tica. Surge a necessidade de repensar as pr��ticas pedag��gicas de forma a promover uma verdadeira educa����o matemática alternativa �� vis��o tradicional que impera desde h�� muito nas nossas salas de aula. Mas, para al��m da taxa de insucesso e desinteresse, estar��o os alunos com resultados not��rios �� disciplina preparados para participar de forma consciente e aut��noma na sociedade onde se encontram inseridos? Ser�� que o ensino da matemática contribui para emancipar estes jovens? Atrav��s deste estudo pretendi compreender de que forma a implementa����o, nas aulas de matemática, de atividades elaboradas �� luz da Educa����o Matemática Cr��tica poder�� contribuir na forma����o de jovens interventivos com a matemática. A abordagem te��rica reflete algumas das minhas preocupa����es sobre educa����o matemática, transparecendo a vis��o de alguns autores sobre esta ao longo dos tempos; analisa o porqu�� do insucesso do atual modelo de Educa����o Matemática nas nossas escolas e, por fim, contempla a urg��ncia de uma transi����o para um tipo de ensino alicer��ado numa Educa����o Matemática Cr��tica que eduque para a cidadania como resposta ao fracasso dado pelo modelo tradicional ��s exig��ncias sociais. Esta abordagem te��rica abriu portas a novos conhecimentos acerca do que dever�� ser uma ���verdadeira��� educa����o matemática. O estudo realizado foi do tipo qualitativo e tomou como m��todo a observa����o participante. A recolha de dados foi realizada atrav��s de an��lises cr��ticas a not��cias vinculadas �� comunica����o social e atrav��s da realiza����o de propostas de trabalho envolvendo situa����es reais e presentes na viv��ncia dos meus alunos, nas quais eles tiveram que investigar e interagir com conceitos matem��ticos de forma a tomarem posi����es cr��ticas perante as mesmas. Algumas atividades geraram a aquisi����o de novos conhecimentos matem��ticos devido �� necessidade de justifica����o das suas opini��es. Atrav��s desta investiga����o ficou evidente a necessidade de alterar o poder formatador da matemática nas nossas pr��ticas como professores e substituir as mesmas pela realiza����o de atividades que proporcionem o desenvolvimento da capacidade dos alunos interagirem criticamente. Neste tipo de tarefas, os alunos mostraram-se mais motivados que na resolu����o de atividades rotineiras que estavam habituados a realizar. Tamb��m reconheceram a import��ncia da Educa����o Matemática Cr��tica na sua forma����o e como promessa ficou a continua����o da realiza����o de mais atividades deste g��nero.

Educa����o matemática: pesquisas e possibilidades

This book presents a current overview of themes that entangle research in Mathematics Education, which were produced in conjunction with professors who act in the Mathematics Education field at PPGECM (Science and Mathematics Post-graduation Program), that counts with professors from many universities, especially UFPR (Paran��'s Federal University), UTFPR (Paran��'s Technological Federal University) and UDESC (Santa Catarina's Federal University).The set of texts brings some areas of interest, studies that are in development and research that have been completed. It is expected that the chapters present the program, aspects of its production, interests and theoretical/methodological relations, contributing to the strengthening of Mathematics Education as a research field and familiarization and deepening of the topics discussed.

O ensino da estat��stica nos anos finais do ensino fundamental

Result of a professional master course of research work in Teaching Science and Technology of the Federal Technological University of Paran�� (UTFPR), this work aims to provide the mathematics teacher of the final years of elementary school a teaching sequence (SE) which includes basic content of Statistics provided in the curriculum. In this book a text about the importance of the teaching of statistics is presented, as well as issues related to literacy skills, reasoning and statistical thinking. The development of the SE was designed considering the presuppositions of contextualization, being structured in six steps. We chose to develop a work with the basic contents of Statistics through real data collected with the participation of students, within a context for them significant. This option was due to be possible to develop with the students situations such as: raising hypotheses , communication situations experienced by different graphs and tables , results of discussion and understanding of the significance of the results obtained by means of statistical calculations. Thus, it is believed to be possible to contribute to the development of statistical skills by the students.

Situa����es-problema no ensino de matemática financeira

O presente trabalho descreve uma proposta de atividade educacional direcionada para professores de Matemática, envolvendo situa����es-problema no ensino de Matemática Financeira para ser aplicado com alunos do Ensino M��dio. Tais atividades tem como objetivo fornecer um contexto real, no qual o estudante esteja inserido. O trabalho se divide em quatro partes: a introdu����o de uma situa����oproblema envolvendo juros simples, o conhecimento matem��tico, a resolu����o da situa����o-problema e a proposta de atividade educacional. Diferenciando-se do que usualmente �� encontrado nos livros did��ticos, a proposta aqui apresentada prop��e estudar conte��dos matem��ticos de forma articulada, envolvendo o conceito de porcentagem vinculado com fun����es lineares e juros simples com fun����o afim e progress��o aritm��tica. Dessa forma, �� apresentada uma sequ��ncia de aulas envolvendo situa����es-problema atrav��s de atividades, adequadas para os alunos.

Forma����o do pensamento cient��fico durante o processo de alfabetiza����o cient��fica no ensino de teorias at��micas e elementos qu��micos

Acompanha: Sequ��ncias did��ticas para o ensino de teorias at��micas e elementos qu��micos

Ensino dos n��meros racionais comparando medidas de unidade

This research aimed to investigate the possibility to develop the process of teaching and learning of the division of rational numbers with guided tasks in interpretation of measure. Adopted as methodology the Didactic Engineering and a didactic sequence in order to develop the work with students of High School. Participated of training sessions twelve students of one state school of Porto Barreiro city - Paran��a. The results of application of the didactic engineering suggest the importance of utilization of guided tasks in interpretation of measure, since strengthened the understanding, on the part of students, the concept of division of fractional rational numbers and contributed for them develop the comprehension of others questions associated to the concept of rational numbers, such as order, equivalence and density.

Estat��stica com projetos: uma alternativa de ensino e aprendizagem

This work presents the use of projects as an alternative for teaching statistics, for that it was elaborated a Project that involves the educational socioeconomic reality from the families of the students and built a link between the reality and the scholastic knowledge. This project was applied in Sesi School - Pato Branco between the months of August to September 2014 with 25 students from the 1o and 2o grades from High School. To work the statistics concepts a questionnaire was applied for the parents of the students of the Project��s, they answer it and through these answers the students made frequency tables and graphs, besides measure calculations on measures of central tendency and dispersion measure. All of the construction were realized manually and in the Excel spreadsheet and some of them were chosen to be in this work to with the purpose of showing the hits and the mistakes done. The students worked in groups of 5 students, except in the last class when it was done a test referring to the contents taught in the classroom and a questionnaire for them to evaluate the project��s application. The results show that the teaching of Statistics trough projects motivate the students interest, stimulating the statistical reasoning, in addition made the students know a Math that was different from the one they have already known, with a lot of calculation but with no final objective.

GeoPlexo: um material manipul��vel para o ensino dos n��meros complexos

This study aims to develop a manipulative material to assist the teaching and learning of Complex Numbers. Primarily, It tries to define the status of the current teaching of Complex Numbers, having as guide the bias of the research produced in dissertations and published on the website of Capes and the Virtual Library of Profmat from 2004 to 2014. It presents historical aspects of the theme, a mathematical foundation and a discussion of the use of manipulative materials as teaching resources for the teaching of mathematics. It introduces the manipulative material called GeoPlexo and a sequence of activities of potentiation and settling of complex numbers, explaining its use. It concludes with the importance of manipulative materials as a teaching resource for the teaching of Complex Numbers, especially regarding the geometric visualization of this mathematical object.

Educa����o financeira no ensino m��dio: uma abordagem por meio da an��lise de produtos financeiros com ��nfase em cons��rcios

This paper presents a differential approach of financial mathematics developed in high school, focusing on financial education. We seek through the insertion of texts, analysis of some financial products and by the interpretation of problems to contribute to the financial training of students. Aiming to make financial mathematics more attractive and accessible to the day-today, there are available for studies some practical tools like the citizen calculator which are available for computers and mobile phones. As well as spreadsheets and software Geogebra, that allow you to compare and analyze the financial costs of consortia, financing and financial applications,in addition to being allied in the preparation and control of personal and family budget. By applying the teaching sequence proposed in a nocturnal class of high school, we realized some difficulties that have limited the financial learning of math concepts.Yet identified progress regarding the financial education of students. These observations were made through qualitative and quantitative analysis from notes in the field diary and also answers given by students in specific form.

Proposta de ensino de geometria euclidiana plana para o sexto ano do ensino fundamental sob a ��tica do racioc��nio l��gico-dedutivo

This study will introduce a brief history of the Geometry development, focused in the appearing of the organization in the logical deductive structure achieved by Euclid. Following will be discussed the situation of the learning and teaching of geometry topics since antiquity until the present day, where we will notice that it does not happen with the logical-deductive perspective. After this contextualization, we will propose the realization of a geometry workshop for students of the sixth grade of elementary school, focusing to the development of logical-deductive reasoning. Applied to workshop, changes were observed in the organization of thought of the participating students in the research, furthering the understanding of the concepts and properties of flat euclidean geometry.

O papel do software educativo na aprendizagem da matemática

Tese de Doutoramento, Educa����o (Tecnologia Educativa), 26 de Julho de 2013, Universidade dos A��ores.