A relação entre a álgebra acadêmica e a álgebra escolar em um curso de licenciatura em matemática: concepções de alunos e professores

Pós-graduação em Educação - FCT

Increasing Teacher Involvement with Other Teachers Through Reflective Interaction

In this action research study of a district’s mathematics teachers, the researcher investigated how teachers interact with other teachers in their building and throughout the district. The researcher wanted to know how deeply teachers thought about teaching mathematics, and if they use other teachers in the district as a resource to help with unknown math problems. The researcher discovered that some teachers are willing to interact with others, but would like to have time supplied to them during the school year’s staff development meetings. The teachers involved were able to observe each other teaching and take valuable strategies back to their own classrooms. As a result of this research, the researcher would like to see this study continued next year during staff development time. The support of the district and staff development are key to the success of this study.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

The formation of OH radicals from Criegee intermediates: a LIF-FAGE study from laboratory to ambient

Das Hydroxyl Radikal ist, auf globalem Maßstab, das bedeutendste Oxidant in der Atmosphäre. Es initiiert den Abbauprozess vieler, teilweise schädlicher, Spurengase und insbesondere den von flüchtigen Kohlenwasserstoffen (VOC). Die OH Konzentration ist somit ein gutes Maß für die augenblickliche Selbstreinigungskapazität der Atmosphäre. Messungen zu nächtlicher Zeit mit LIF-FAGE-Instrumenten (engl.: laser-induced fluorescence - fluorescence assay by gas expansion) haben Konzentrationen des Hydroxylradikals (OH) ergeben, die signifikant höher waren, als sich mit der bekannten Chemie erklären ließ. Um herauszufinden, ob ein solches Signal wirklich atmosphärisches OH ist oder von einer störenden Spezies stammt, die im Messinstrument OH produziert, wurde das LIF-FAGE-Instrument des Max-Planck-Instituts für Chemie (MPIC) im Rahmen dieser Doktorarbeit modifiziert und getestet. Dazu wurde ein so genannter Inlet Pre-Injector (IPI) entwickelt, mit dem in regelmäßigen Abständen ein OH-Fänger in die Umgebungsluft abgegeben werden kann, bevor das OH vom Instrument erfasst wird. Mit dieser Technik ist es möglich, ein Hintergrund-OH (OHbg), d. h. ein im Instrument erzeugtes OH-Signal, vom gemessenen OH-Gesamtsignal (OHtot) zu trennen. Die Differenz zwischen OHtot und OHbg ist die atmosphärische OH-Konzentration (OHatm). Vergleichsmessungen mit der hier entwickelten Technik, dem IPI, in zwei verschiedenen Umgebungen mit Instrumenten basierend auf Massenspektrometrie mit chemischer Ionisation (CIMS, engl.: chemical ionization mass spectrometry) als alternativer Methode des OH-Nachweises, zeigten eine weitgehende Übereinstimmung. Eine umfassende Beschreibung des Systems zur Ermittlung der Ursache des OHbg hat ergeben, dass es weder von einem Artefakt des Instruments noch von hinlänglich bekannten und beschriebenen LIF-FAGE-Interferenzen stammt. Zur Bestimmung der Spezies, die das OHbg-Signal verursacht, wurden verschiedene Laborstudien durchgeführt. Die Arbeit im Rahmen dieser Doktorarbeit hat ergeben, dass das LIF-FAGE-Instrument leicht auf OH reagiert, das beim monomolekularen Zerfall stabilisierter Criegee-Intermediate (SCI) im Niederdruckbereich des Instruments gebildet wird. Criegee-Intermediate oder Carbonyloxide entstehen bei der Ozonolyse ungesättigter flüchtiger Kohlenwasserstoffverbindungen (VOC, engl.: volatile organic compounds) und können daher in der Umgebungsluft vorkommen. Anhand von Tests mit verschiedenen Verweilzeiten der SCI im Niederdruckbereich des Instruments in Verbindung mit einem detaillierten Modell mit der neuesten SCI-Chemie wurde die monomolekulare Zerfallsgeschwindigkeit von 20  10 s-1 für den syn-Acetaldehyd-Oxykonformer bestimmt. Der in Feldkampagnen gemessene OHbg-Wert wurde dahingehend untersucht, ob SCI die Quelle des beobachteten Hintergrund-OH im Feld sein könnten. Das Budget für die SCI-Konzentration, das für die Kampagnen HUMPPA-COPEC 2010 und HOPE 2012 berechnet wurde, ergab eine SCI-Konzentration zwischen ca. 103 und 106 Molekülen pro cm3. In der Kampagne HUMPPA-COPEC 2010 ergab die Schwefelsäurekonzentration, dass die OH-Oxidation von SO2 allein die gemessene H2SO4-Konzentration nicht erklären konnte. In dieser Arbeit konnte gezeigt werden, dass das Hintergrund-OH mit dieser ungeklärten Produktionsrate von H2SO4 korreliert und somit die Oxidation von SO2 durch SCI als mögliche Erklärung in Frage kommt. Ferner korreliert das Hintergrund-OH in der Kampagne HOPE 2012 mit dem Produkt aus Ozon und VOC und konnte mit SO2 als SCI Fänger entfernt werden. Qualitativ zeigen wir somit, dass das in der Umgebungsluft gemessene Hintergrund-OH wahrscheinlich durch den monomolekularen Zerfall von SCI verursacht wird, doch sind weitere Studien notwendig, um die quantitativen Beziehung für diese Spezies und dem Hintergrund-OH in unserem Instrument zu bestimmen.

School science and mathematics.

Published: Chicago : School Science and Mathematics, 1905- ; Chicago : Smith & Turton, <1907- >; Mount Morris, Ill. : Central Association of Science and Mathematics Teachers, Oct. 1928-1970; Bloomington, Ind. : School Science and Mathematics Association, 1971-May/June 1981; Bowling Green, Ohio : The Association, Oct. 1981-; Hoboken, NJ : Wiley Subscription Services, Inc., ->.

School science and mathematics.

Official journal of the School Science and Mathematics Association, inc.

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings.

Towards New Teaching in Mathematics How to Realize Inquiry Based and Problem Oriented Mathematics Lessons?

Дагмар Рааб Математиката е вълнуваща и забавна. Можем ли да убедим учениците, че това може да стане действителност. Задачите са най-важните инструменти за учителите по математика, когато планират уроците си. Планът трябва да съдържа идеи как да се очертае и как да се жалонира пътят, по който учениците ще стигнат до решението на дадена задача. Учителите не трябва да очакват от учениците си просто да кажат кой е отговорът на задачата, а да ги увлекат в процеса на решаване с подходящи въпроси. Ролята на учителя е да помогне на учениците • да бъдат активни и резултатни при решаването на задачи; • самите те да поставят задачи; • да модифицират задачи; • да откриват закономерности; • да изготвят стратегии за решаване на задачи; • да откриват и изследват различни начини за решаване на задачи; • да намират смислена връзка между математическите си знания и проблеми от ежедневието. В доклада са представени избрани и вече експериментирани примери за това как учители и ученици могат да намерят подходящ път към нов тип преживявания в преподаването и изучаването на училищната математика.

An Investigation of Participants’ Perspectives About a Learning Assistant Program and Their Thinking about Becoming a Mathematics Teacher

A Learning Assistant program that recruits strong STEM undergraduates to become mathematics teachers was explored through a qualitative study. Three program participants were purposely selected and interviewed. The program reaffirmed one participant’s choice to become a teacher and clarified for one that it might be a career for him.

The impact of standards -based practices in mathematics on the achievement of low -performing students

This study examined standards-based mathematics reform initiatives to determine if they would improve student achievement on the part of low-performing students. New curricula, the Carnegie Learning Cognitive Tutor®, were provided for algebra and geometry students. The new instructional strategy relied on both the teacher-led instruction and the use of computers to differentiate instruction for individual students. Mathematics teachers received ongoing professional development to help them implement the new curricula. In addition, teachers were provided with ongoing support to assist them with the transformation of the learning environments for students using standards-based practices. This quasi-experimental (nonrandomized) study involved teachers in two matched urban high schools. Analyses (ANCOVAs) revealed that the experimental group with an appropriately implemented program had significantly higher learning gains than the comparison group as determined by the students' 2007 mathematics Developmental Scale Score (DSS). In addition, the experimental group's adjusted mean for the second interim mathematics assessment was significantly higher than the comparison group's mean. The findings support the idea that if the traditional curriculum is replaced with standards-based curriculum, and the curriculum is implemented as intended, low-performing students may make significant learning gains. With respect to the teaching practices as observed with the Classroom Observation Protocol (COP), t-tests were conducted on four constructs. The results for both the algebra and geometry teachers on the constructs were not significant. The COP indicated that teachers in both the experimental and comparison groups used traditional instruction strategies in their classrooms. The analyses of covariance (ANCOVA) on the use of technology revealed no significant main effects for computer use.

The impact of standards-based practices in mathematics on the achievement of low-performing students

This study examined standards-based mathematics reform initiatives to determine if they would improve student achievement on the part of low-performing students. New curricula, the Carnegie Learning Cognitive Tutor®, were provided for algebra and geometry students. The new instructional strategy relied on both the teacher-led instruction and the use of computers to differentiate instruction for individual students. Mathematics teachers received ongoing professional development to help them implement the new curricula. In addition, teachers were provided with ongoing support to assist them with the transformation of the learning environments for students using standards-based practices. This quasi-experimental (nonrandomized) study involved teachers in two matched urban high schools. Analyses (ANCOVAs) revealed that the experimental group with an appropriately implemented program had significantly higher learning gains than the comparison group as determined by the students' 2007 mathematics Developmental Scale Score (DSS). In addition, the experimental group's adjusted mean for the second interim mathematics assessment was significantly higher than the comparison group's mean. The findings support the idea that if the traditional curriculum is replaced with standards-based curriculum, and the curriculum is implemented as intended, low-performing students may make significant learning gains. With respect to the teaching practices as observed with the Classroom Observation Protocol (COP), t-tests were conducted on four constructs. The results for both the algebra and geometry teachers on the constructs were not significant. The COP indicated that teachers in both the experimental and comparison groups used traditional instruction strategies in their classrooms. The analyses of covariance (ANCOVA) on the use of technology revealed no significant main effects for computer use.

A linguagem audiovisual do cinema como elemento integrador da arte e ciência na formação cultural dos professores de ciências e matemática

This work aims to study about the importance of cinema for cultural and professional training of teachers of Natural Sciences and Mathematics. The educational potential of cinema is emphasizing by different authors, which also reveal the teachers' training gap in this issue (media). In this study, we defend the audiovisual language of cinema as an integrating element of Arts and Science for cultural and professional training of teachers. This subject has been developed by different authors, in which the emphasis has been the importance of intelligent dialogue with the world. Specifically, the training of science teachers and mathematics, by the approach of Cinema in its formation, It envisions the possibility of minimizing the dichotomy between humanistic and scientific training, already much discussed by some researchers. Educational products contribute to an effective experience and reflection on the cultural and educational role of the Seventh Art. Considering the Cinema as a possible "bridge" between the two cultures (scientific culture and humanistic culture) and promoting ownership of audiovisual language in teacher training It was accomplished the I Exhibition - Cultural Spring: Cinema and Science Education in UFRN. The production of the booklet "Topics of History, Language and Art of Cinema for Science and Mathematics Teachers," and its application in a short course in the XXI National Symposium on Physics Teaching also aimed to contribute to the approximation of Science and Art in training teachers.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

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 Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-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 Uberlândia 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 Shön. 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.