Uma investigação histórica sobre os logaritmos com sugestões didáticas para a sala de aula

This study was conducted from a preliminary research to identify the conceptual and didactic approach to the logarithms given in the main textbooks adopted by the Mathematics teachers in state schools in the School of Natal, in Rio Grande do Norte. I carried out an historical investigation of the logarithms in order to reorient the math teacher to improve its educational approach this subject in the classroom. Based on the research approach I adopted a model of the log based on three concepts: the arithmetic, the geometric and algebraic-functional. The main objective of this work is to redirect the teacher for a broad and significant understanding of the content in order to overcome their difficulties in the classroom and thus realize an education that can reach the students learning. The investigative study indicated the possibility of addressing the logarithms in the classroom so transversalizante and interdisciplinary. In this regard, I point to some practical applications of this matter are fundamental in the study of natural phenomena as earthquakes, population growth, among others. These practical applications are connected, approximately, Basic Problematization Units (BPUs) to be used in the classroom. In closing, I offer some activities that helped teachers to understand and clarify the meaningful study of this topic in their teaching practice

Atividades estruturais de equações polinomiais numa abordagem histórica por meio de e-book

The present study investigates how the inter-relationship of the content of polynomial equations works with structured activities and with the history of mathematics through a sequence of activities presented in an e-book, so that the result of this research will proceed will result in a didactic and pedagogic proposal for the teaching of polynomial equations in a historical approach via the reported e-book. Therefore, we have considered in theoretical and methodological assumptions of the History of Mathematics, in structured activities and new technologies with an emphasis on e-book tool. We used as a methodological approach the qualitative research, as our research object adjusts to the objectives of this research mode. As methodological instruments, we used the e-book as a synthesis tool of the sequence of activities to be evaluated, while the questionnaires, semi-structured interviews and participant observation were designed to register and analyze the evaluation made by the research, participants in the structured activities. The processing and analysis of data collected though the questionnaires were organized, classified and quantified in summary tables to facilitate visualization, interpretation, understanding, and analysis of these data. As for participant observation was used to contribute to the qualitative analysis of the quantified data. The interviews were synthetically transcribed and qualitatively analyzed. The analysis ratified our research objectives and contributed to improve, approve and indicate the use of e-book for the teaching of polynomial equations. Thus, we consider that this educational product will bring significant contributions to the teaching of mathematical content, in Basic Education

O gênero joke em atividades de inglês: uma proposta intercultural de ensino-aprendizagem para o ensino médio

Our research has arisen from the interest of aligning English as a Foreign Language (EFL) classroom practice to current discussions in the ambit of learning and teaching Foreign Languages (FLs). Because of the need to integrate the linguistic development to the development of notions clung to the practice of citizenship, we have adopted a cultural perspective. We have noticed jokes as a fertile ground for discussing cultural aspects in classroom. Considering such factors, our research question is: how to explore cultural aspects in jokes for the elaboration of EFL activities which aim for the development of intercultural competence and interaction? Therefore, our general goal is to explore cultural aspects in jokes for the elaboration of EFL teaching and learning activities and our specific goals are: (I) to study official suggestions (LDB, 1996; PCNEM, 2000; PCN+EM, 2002; OCEM, 2006) regarding culture at foreign languages teaching and learning, (II) to select 05 (five) jokes and analyze them focusing on their cultural aspects, (III) to identify possible interpretations for jokes; (IV) to elaborate EFL activities which grant a privilege to jokes cultural aspects. This investigation is descriptive and documental and relies on qualitative paradigm (CHIZZOTTI, 2010; FLICK, 2009; CHAROUX, 2006; BOGDAN; BIKLEN, 1994; 1992). The corpus is constituted by jokes taken from Internet sites and by official documents (LDB, 1996; PCNEM, 1998; PCN+EM, 2000; OCEM, 2006). For the elaboration of activities we have chosen a weaker version of Content-based instruction (CBI), in which contents are cultural aspects in jokes and we have undertaken a reflection on methods, approaches and perspectives, among which there are notions about post-method and CBI, which talk to EFL learning and teaching. For theoretical support we have some discussions about FL methods and approaches (BELL, 2003; KUMARAVADIVELU, 2003; WESCHE; SKEHAN, 2002; PRABHU, 1990), a cultural perspective (KRAMSCH, 1998, 1996, 1993; BYRAM; FENG, 2004), some works in Linguistics about jokes (POSSENTI, 2010, 1998; CHIARO, 1992); notions about implicit (MAINGUENEAU, 2004, 1996; CHARAUDEAU; MAINGUENEAU, 2012) and about ambiguity (KEMPSON, 1977; CHARAUDEAU; MAINGUENEAU, 2012; TRASK, 2011), having the adoption of such categories emerged from the analyzes of some jokes

Perfil pessoal e profissional de professores do ensino fundamental e médio: uma investigação com profissionais pertencentes à diretoria de ensino de Jaú-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de biologia e o desenvolvimento de habilidades cognitivas por meio de atividades práticas e contextualizadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino por investigação abrindo espaços para a argumentação de alunos e professores do ensino médio

Pós-graduação em Educação para a Ciência - FC

Uma investigação etnomatemática sobre os trabalhos dos jesuítas nos Sete Povos das Missões/RS nos séculos XVII e XVIII

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Atividades investigativas em grupos online: possibilidades para a educação matemática a distância

Pós-graduação em Educação Matemática - IGCE

A investigação do teorema fundamental do cálculo com calculadoras gráficas

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Grupo de estudos de professores e a produção de atividades matemáticas sobre funções utilizando computadores

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ensino e aprendizagem de estatística por meio da modelagem matemática: uma investigação com o ensino médio

Pós-graduação em Educação Matemática - IGCE

Temas regionais em atividades de geometria: uma proposta na formação continuada de professores de Manaus (AM)

Pós-graduação em Educação Matemática - IGCE

A brincadeira e as atividades fomais de ensino no primeiro ano do ensino fundamental: uma análise das manifestações das crianças de seis anos

Pós-graduação em Educação - FCT

O gesto provável: uma investigação acerca do gesto musical

Pós-graduação em Música - IA

Formação do profissional de educação física no contexto das atividades físicas de aventura na natureza

Pós-graduação em Ciências da Motricidade - IBRC