Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo

Pós-graduação em Educação - FCT

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Física do meio ambiente como disciplina nas licenciaturas em física: proposta de uma unidade didática para ensinar efeito estufa e aquecimento global

In this dissertation we propose a Teaching Unit of Physics to teach content through environmental discussions of the greenhouse effect and global warming. This teaching unit is based on a problem-methodological intervention from the application of the method of the Arch of Charles Maguerez. The methodological foundations of the thesis are embedded in action research and this is structured in five chapters: the first chapter deals with the Physical Environment (FMA) as a subject in Degree Courses in Physics in Brazil, bringing the concern of how this discipline has been taught. We started the first chapter explaining the reasons behind the inclusion of the discipline of Physical Environment in a Physics Degree Courses. Then we did a search on the websites of Institutions of Higher Education, to know of the existence or not of this discipline on curricular. We then analyzed the menus to see what bibliographies are being adopted and what content of Physics are being worked, and how it has been done. The courses surveyed were those of Federal and Federal Institutes Universities. Thus ended the first chapter. Given the inseparability between studies in Physics Teaching and studies on competencies, skills and significant learning, wrote the second chapter. In this chapter we discuss the challenge of converting information into knowledge. Initially on initial teacher training, because even if this is not our focus, the study is a discipline on the upper reaches, therefore, offered to future teachers. Then we talked about the culture of knowledge, where we emphasize the use of a teaching approach that promotes meanings taught by content and make sense to the student. We finished the third chapter, making some considerations on skills and abilities, in order to identify what skills and competencies were developed and worked during and after the implementation of Curriculum Unit. The third chapter is the result of a literature review and study of the radioactive EarthSun interaction. The subjects researched approach from the generation of energy in the sun to topics stain solar coronal mass ejections, solar wind, black body radiation, Wien displacement law, Stefan-Boltzmann Law, greenhouse effect and global warming. This chapter deals with material support for the teacher of the aforementioned discipline. The fourth chapter talks about the arc method of Charles Maguerez; Here we explain the structure of each of the five steps of the Arc and how to use them in teaching. We also show another version of this method adapted by Bordenave. In the fifth and final chapter brought a description of how the method of Arc was used in physics classes of Environment, with students majoring in Physics IFRN Campus Santa Cruz. Here, in this chapter, a transcript of classes to show how was the application of a problem-based methodology in the teaching of content proposed for Physics Teaching Unit from the environmental discussion about the greenhouse effect and global warming phenomena

Cenário da produção acadêmica em história da matemática no ensino de matemática: uma análise reflexiva das teses e dissertações (1990-2010)

This research aims to make a reflective analysis about the academic production originated in the stricto sensu post graduation programs in the country, produced in the period of 1990 to 2010, in the field of History of Mathematics, especifically on works about the History of Mathematics in Mathematics education and that present pedagogical proposals that make use of the History of Mathematics in order to teach Mathematics. Defending the thesis that the researches on mathematics education with goals turned to the use of didactic proposals related to the history of mathematic that take in consideration the coherency between epistemological aspects inherent to mathematics history and anthological elements materialized on the conceptions of mathematics and mathematics history and of apprenticeship (implicitly or explicitly exposed) may originate significant contribution to the field of history of mathematics on education. Among these, nine were Master’s Degree dissertations and five PHD’s theses. The reflective analysis was accomplished from two matrixes; one from theoretical nature and the other, ontologic nature, elaborated from the pretexts of Sanches Gamboa, about the epistemological analysis from academic production in the field of Mathematics Education and the following theoretical perspectives in the field of History of Mathematics Education, that are: linear evolutionary theory, structural construtivist operative, evolutionary discontinuous, historical and socialcultural investigation and the use of activities estimulating the usage of verbal and nonverbal expressions. These perspectives were based on the works of Miguel and Miorim, Mendes and Radford. As results, we have detected some established dissonances between the categories related to theoretical and ontologic levels and the pedagogical proposal presented in these researches. On the other hand, we have discovered works that are able to establish consonances between the theoretical and ontological elements and the presented pedagogical proposal. These works carry significative contributions to the field of History of Mathematics applied to Mathematics pedagogical practice, inclusively presenting significative theoretical elements to the production of knowledge recognized as scientific in the Mathematics field

Formação docente e conhecimento profissional: desafios para o ensino da matemática na EJA

As for the Education for Youth and Adult (EYA), the challenge of training these teachers is to provide tools to understand and act on the teaching of mathematics. It is realized just how special education in this modality and as such teaching is lacking in an adequate and solid training in the area of knowledge. One of the major problems affecting this type of education is the high dropout and failure rates, and lack of motivation among students. Thus the need to provide differentiated profile with a professional to teach youth and adults students, so that they are able to mobilize didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as a basis for school-developed teaching practice. This thesis aims to investigate how the math teacher, who acts in adult education from elementary school, has developed its didactic and pedagogical action, and that professional knowledge has been mobilized to teach? It has highlighted the importance of initial and continuing training and professionalization of teachers dedicated to this specific type of education, when teachers should be the protagonists of their professional development. The methodological approach was begun with a literature review, then the research was anchored mainly on the ideas by Gauthier, Nuñez and Ramalho (2004); Imbernon (2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000), D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and official documents of field of adult education here and abroad. That work leads us to the understanding of the present moment from a foray into historical and conceptual aspects, as well as educational policies of EYA, as well as training, professionalism, knowledge and skills necessary for professional practice. Then, the subjects and the locus of research and the instrument for data collection were set up and led by the object of study. To consolidate the study was selected a sample of 27 mathematics teachers, working in municipal EYA Network Teaching of Natal. This research is in an investigative nature, within the quantitative and qualitative approaches focused on the responses of study subjects from the content analysis by Bardin (1977). Results from the analyzes have revealed that the initial training of mathematics teachers of adult education needs to be reconfigured in order to formalize the knowledge base of professionals (the mathematical content, didactics and professional knowledge). Thus the study suggests that this base knowledge is embedded in the pedagogical practice of these teachers, so that there is a completion of the teaching and learning process for young people and adults. The study also has pointed out that there is a need for teachers to participate in a continuing education plan that prioritizes learning situations of mathematical content considering the previous knowledge of the students. The final analyses thus indicate that knowledge of mathematics and the didactic and pedagogical strategies to be mobilized by teachers must be able to motivate the students in such a way that they feel need to incorporate in their knowledge, mathematical knowledge capable of making them more likely to have access to social, economic and labor market

Explorando a matemática dentro da calculadora

This dissertation aims to suggest the teacher of high school mathematics a way of teaching logic to students. For this uses up a teaching sequence that explores the mathematical concepts that are involved in the operation of a calculator one of the greatest symbols of mathematics.

Explorando a matemática dentro da calculadora

This dissertation aims to suggest the teacher of high school mathematics a way of teaching logic to students. For this uses up a teaching sequence that explores the mathematical concepts that are involved in the operation of a calculator one of the greatest symbols of mathematics.

O Ensino de ligações químicas por meio do conceito de energia: uma proposta didática para o ensino médio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

O Ensino de ligações químicas por meio do conceito de energia: uma proposta didática para o ensino médio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

Sequência didática com temas motivadores no ensino de física

This study is based on the design and development of a Didactic sequence in Physics for the first year of high school in a public school, involving structured activities on Astronomy topics, Astronautics and Aeronautics. In addition, it produced a didactic-pedagogic Tutorial for teachers to develop teaching-learning processes in Physics through activities with handmade rockets. These activities have been based on teaching moments of questioning, systematization and contextualization. In this context the understanding and the deepening of concepts and scientific and physical phenomena are related to everyday knowledge, in accordance with the historical-cultural theory, with the Three Pedagogic Moments, dialogicity and Information and Communication Technologies as instruments of triggering actions and motivation, like movies and applications in teaching Astronomy, Physics and Mathematics. The research activities were conduced by adopting a qualitative approach and included reports, questionnaires, semi-structured interviews and other notes. The development of the Didactic Sequence enabled a differentiated teaching and learning process, including aspects such as conceptualization, contextualization, flexibility, interdisciplinary and theoreticalexperimental relationship.

Transposição didática da interação do laser com sistmas biológicos no ensino médio: uma proposta de guia didático 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.

Re…pensar o ensino da Matemática : Dinâmicas de promoção do sucesso escolar

Decorre desde o início setembro de 2015 uma oficina de formação, intitulada “Matemática Passo a Passo: Estratégias de Superação de Dificuldades para o 1.º Ciclo do Ensino Básico”, uma parceria entre a Universidade dos Açores e a Secretaria Regional da Educação e Cultura do Governo dos Açores, no contexto do programa ProSucesso – Açores pela Educação. Nesta oficina participam os cerca de 50 professores DA (professores qualificados na deteção, caracterização e resolução de dificuldades de aprendizagem no 1.º Ciclo do Ensino Básico), provenientes de todas as unidades orgânicas da Região que ministram o 1.º Ciclo, cuja ação tem incidido no corrente ano letivo na superação de dificuldades a Matemática no 1.º ano de escolaridade, em estreita cooperação com os professores titulares. A ação do professor DA tem por base estudos provenientes das neurociências cognitivas, que explicam como o nosso cérebro aprende Matemática, e alguns casos de sucesso do ensino da Matemática no Mundo, como é o exemplo da Finlândia, com um sistema de apoio de características similares, e de Singapura, que nos apresenta centenas de pequenos pormenores de ordem científica e didática amplamente testados em vários países. Um objetivo fundamental do Projeto Prof DA, no contexto do ensino da Matemática, centra-se na promoção de aprendizagens mais significativas, estimulando o cálculo mental, o raciocínio matemático e a resolução de problemas. Não se pode gostar daquilo que não se compreende. Daí que as estratégias promovidas visem uma compreensão profunda da matemática elementar. (...) Das várias iniciativas organizadas pelo grupo de 50 professores DA da Região, destaca-se o evento “Re...pensar o ensino da Matemática: Dinâmicas de promoção do sucesso escolar”, que se realizou entre 4 e 6 de julho, na EBS de Vila Franca do Campo. (...)

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: desenvolver a capacidade de resolver problemas em matemática

O presente relatório insere-se no âmbito das unidades curriculares de Prática de Ensino Supervisionada em Pré-Escolar e em 1º Ciclo do Ensino Básico, inseridas no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico da Universidade de Évora. A investigação traduzida neste relatório decorreu nos dois contextos acima referidos, sendo primeiramente realizada no contexto de Educação Pré-Escolar e seguidamente no contexto de 1º Ciclo do Ensino Básico. O principal objetivo da investigação centra-se no desenvolvimento das capacidades de resolver problemas em matemática, tanto em crianças mais pequenas, como mais tarde no início da escolaridade obrigatória. Surgiu assim a questão orientadora da investigação: Que práticas devo realizar para contribuir para que as/os crianças/alunos consigam tornar-se bons resolvedores de problemas? Seguiram-se a esta outras três questões no sentido auxiliar a investigação: Como lidam as/os crianças/alunos com a resolução de problemas? Que estratégias utilizam as/os crianças/alunos para resolver problemas? Que representações usam as/os crianças/alunos na resolução de problemas? No desenvolvimento da investigação foi realizada uma sequência didática de tarefas matemáticas de exploração de resolução de problemas onde foram recolhidos os dados para uma posterior análise, tendo em conta não só os objetivos da investigação como os referenciais teóricos. Concluiu-se que a metodologia utilizada desenvolveu a capacidade de resolver problemas dos estudantes, ou seja, a exploração de problemas utilizando diferentes estratégias e representações, tal como a partilha de conhecimentos e a comunicação matemática, são ferramentas essenciais para uma intervenção eficaz no que concerne à resolução de problemas; Supervised Teaching Practice in Preschool Education and Teaching of the Primary School: Developing the capacities to solve problems in mathematics Abstract: The present report is inserted in the context of the curricular unit Supervised Teaching Practice in Preschool Education and in Primary School, integrated in Master in Preschool Education and Teaching Primary School at University of Évora. This research was held in two different contexts, the first one was performed in a pre-school classroom, and later the second one in classroom of first year of Primary School. The main objective of the research was focused on the development of the capacities to solve mathematical problems either in small children, or later in the beginning of compulsory schooling. As so, the question guiding this investigation emerged: Which practices should I perform to help children/students become better problem solvers? After this, other three questions came up in order to help the research: How do children/students deal with solving problems? What strategies do children/students use to solve problems? What representations do children/students use to solve problems? Throughout this research a didactic intervention consisting in a sequence of mathematical tasks to explore the resolution of problems was performed, allowing data collection for a latter analysis, based not only on the objectives and initial research questions, but also on theoretical approaches consulted. We came to the conclusion that the ability of students to solve problems was improved with the methodology used in this research, meaning that, challenging students with problems using different strategies and representations, such as knowledge sharing and mathematical communication, are essential tools for effective intervention concerning problem solving.

Modelización de una prueba de afecto hacia la matemática con la teoría de respuesta al ítem

Resumen: Se aplicó el Modelo de Crédito Parcial (MCP) de la Teoría de Respuesta al Ítem (TRI) al análisis de ítems de una escala que mide Afecto hacia la Matemática. Esta variable describe el interés de los estudiantes de Psicología por involucrarse en actividades vinculadas a la matemática y los sentimientos asociados al uso de sus conceptos. La prueba consta de 8 ítems con formato de respuesta Likert de 6 opciones. Participaron 1875 estudiantes de Psicología de la Universidad de Buenos Aires (Argentina) de los cuales un 82% fueron mujeres. El análisis de la consistencia interna brindó un índice altamente satisfactorio (Alfa = .91). Se verificó la condición de unidimensionalidad requerida por el modelo mediante un análisis factorial exploratorio. Todos los análisis basados sobre la TRI se realizaron con el programa Winsteps. La estimación de los parámetros del modelo se efectuó por Máxima Verosimilitud Conjunta. El ajuste del MCP fue satisfactorio para todos los ítems. La Función de Información del Test fue elevada en un rango amplio de niveles del rasgo latente. Un ítem presentó una inversión en dos parámetros de umbral. Como consecuencia, 1 de las 6 categorías del ítem no fue máximamente probable en ningún intervalo de la escala del rasgo latente. Se analizan las implicancias de este hallazgo en la evaluación de la calidad psicométrica del ítem. Los resultados de este estudio permitieron profundizar el análisis del constructo y aportaron evidencias de validez basadas en las estructura interna de la escala